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Psychosomatics. 2019 Aug 1. pii: S0033-3182(19)30127-6. doi: 10.1016/j.psym.2019.07.007. [Epub ahead of print]

Advancing the Mission of Consultation-Liaison Psychiatry Through Innovation in Teaching.

Author information

1
Department of Psychiatry, Geisel School of Medicine at Dartmouth, Lebanon, NH; Dartmouth-Hitchcock Leadership Preventive Medicine Residency Program, Lebanon, NH; Dartmouth-Hitchcock Psychiatry Residency Program, Lebanon, NH. Electronic address: patrick.a.ho@hitchcock.org.
2
Mental Health Service Line, Edward Hines Junior VA Hospital, Hines, IL; Department of Psychiatry, Loyola University Chicago Stritch School of Medicine, Maywood, IL.
3
Department of Psychiatry, Geisel School of Medicine at Dartmouth, Lebanon, NH; Department of Mental Health and Behavioral Sciences, White River Junction VA Medical Center, White River Junction, VT.
4
Department of Psychiatry, Massachusetts General Hospital and Harvard Medical School, Boston, MA.

Abstract

BACKGROUND:

Consultation-liaison (C-L) psychiatry, similar to other medical specialties, relies on the education of students, residents, fellows, and life-long learners for growth of the field. C-L psychiatry is unique as it exists at the intersection of psychiatry with other medical subspecialties. Traditional teaching methods have been used in C-L psychiatry programs for more than 50 years, while technology has recently advanced as available resources and the learning styles of today's learners have evolved. A growing number of younger trainees are taking advantage of new ways to learn.

OBJECTIVES:

We sought to examine both traditional and novel teaching methodologies and how each of these educational methodologies fits within adult learning theory and in the context of how digital natives learn about C-L psychiatry.

METHODS:

In this narrative review, we drew upon the experiences of the authors as both life-long learners and educators. We then reviewed the literature pertaining to teaching methods that have been used in C-L psychiatry as well as emerging methods that could potentially be used in C-L psychiatry.

RESULTS:

C-L psychiatry has used traditional teaching methods such as readings, didactic lectures, case-based rounds, and problem-based learning. Novel teaching methodologies such as teaching rotations, simulations, social media, podcasts, movie clubs, and the use of mobile tablet computers have been used in general psychiatry and other medical specialties, while literature specific to C-L psychiatry was sparse.

CONCLUSIONS:

Opportunities abound to make use of new teaching methodologies and technologies to appeal to future generations of C-L psychiatrists.

KEYWORDS:

consultation-liaison psychiatry; education; research; teaching; technology

PMID:
31493903
DOI:
10.1016/j.psym.2019.07.007

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