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Acad Psychiatry. 2017 Jun 2. doi: 10.1007/s40596-017-0719-z. [Epub ahead of print]

Comparing and Contrasting the Use of Problem-Based Learning in Child and Adolescent Psychiatry Programs.

Author information

1
The Medical College of Georgia at Augusta University, Augusta, GA, USA. dpeeples@augusta.edu.
2
University of Hawai'i, Honolulu, HI, USA.
3
Philadelphia College of Osteopathic Medicine, Philadelphia, PA, USA.
4
Brown University, Providence, RI, USA.
5
National University Health System of Singapore, Singapore, Singapore.
6
McGovern Medical School at The University of Texas Health Science Center at Houston, Houston, TX, USA.
7
The Medical College of Georgia at Augusta University, Augusta, GA, USA.
8
Norwegian University of Science and Technology, Trondheim, Norway.

Abstract

OBJECTIVE:

Problem-based learning (PBL) is one of the core components of medical education. To facilitate the spread and use of PBL in child and adolescent psychiatry (CAP) fellowship training, a special interest study group (SISG) was formed at the American Academy of Child and Adolescent Psychiatry (AACAP). Different approaches to the implementation of PBL between programs represented at the SISG are compared in this report.

METHODS:

The authors distributed a survey to SISG participants after the 2015 annual AACAP meeting, which gathered information about the different approaches programs use to implement PBL in graduate medical education.

RESULTS:

Six CAP training programs responded to the survey, providing descriptions of the structure and content of PBL seminars. Programs chose to include a wide variety of topics in PBL courses and approach course organization in a number of ways. To the degree that PBL draws from identified reference texts, programs were similar in selecting definitive textbooks, practice parameters, and seminal articles.

CONCLUSIONS:

This small pilot study is intended to provide a snapshot of the state of PBL implementation in CAP fellowship programs. It reflects that programs can incorporate PBL in a variety of ways, tailored to the needs of the institution. Future directions of research include assessment of resident satisfaction with PBL, impact on resident education, and identifying successful methods of implementation of PBL.

KEYWORDS:

Child and adolescent psychiatry; Graduate medical education; Problem-based learning

PMID:
28577118
DOI:
10.1007/s40596-017-0719-z
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