The education of psychiatrists

Paul R. McHugh and Phillip R. Slavney

Matters...of.form Setting

Curriculum

Schools, ofthought., (orientation)

Coherent .discourse

Conceptualstructure perspectives. ofpsychiatry

Summary

Te.acMnq, ..methods Theiecture

The..tutorial The.recitation Fixingn theMpression Why.tea.ch?

Áspecific example ofthe.a.pplication.o.f .these ..princip|es:.then.Jl0.h.n.S..,.HopMn.s...,p.s.ych,iat.ric residency...pro„qramme Overall q,oaL a.n.d„ .qeneral .p,ro,qramm,ati,c.fe,atu,r,es

YearlofE .residency—specific ..qoa.l.s, ..a,nd,..obie,c,tiv,es

YearJi .of. .residency—specific.. . qoals.. and. .objectives

Year..i|l..of..residency—specific..qoals..and..ohiectives

Year IV of residency—specific qoals and objectives

Ultimate qoal. ofthis.. educational. programme

Conclusion Chapter References

Most successful teachers of psychiatry bring two skills to bear for the benefit of their students. The first is a clear grasp of the discipline—its concepts, information base, and practices. The second is an appreciation of the discursive methods by which knowledge is effectively transmitted. We shall examine these issues in this chapter because we believe that a lack of a conceptual structure—what to teach—and an indifference towards pedagogical methods—how to teach—thwart the education of psychiatrists. We shall conclude by describing the structure, goals, and specific components of the residency programme at the Johns Hopkins University School of Medicine to exemplify how we apply our principles.

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