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Teaching psychosomatic medicine using problem-based learning and role-playing
1Dept. of Psychiatry, University of Colorado, Denver, Denver, CO. alisonheru@gmail.com.
Summary
Problem-based learning (PBL) can be adapted for residency programs, enhancing psychosomatic medicine training through role-playing. While residents and faculty enjoyed the sessions, adjustments are needed for optimal implementation in residency education.
Area of Science:
- Medical Education
- Psychiatry Training
Background:
- Problem-based learning (PBL) is widely used in medical education but not typically for residency programs.
- This study explores adapting PBL for postgraduate year 2 (PGY 2) psychiatry residents.
Purpose of the Study:
- To present a model for implementing PBL in residency programs.
- To enhance the teaching of psychosomatic medicine using PBL and role-playing.
Main Methods:
- A PBL curriculum was designed for PGY 2 psychiatry residents focusing on psychosomatic medicine.
- Included case-based, contextualized learning, collaborative practice, and patient-centered care.
- Role-playing exercises were incorporated to develop differential diagnosis and biopsychosocial formulation skills.
Main Results:
- Residents and faculty reported enjoyment of the PBL role-playing sessions.
- Residents desired provided learning objectives, faster case progression, and more case material.
- The method facilitated the development of skills in case formulation and presentation.
Conclusions:
- PBL with role-playing can help meet core competencies in psychosomatic medicine residency training.
- Further refinement of PBL is necessary for effective adaptation to residency program structures.
- The model shows promise but requires modifications for broader residency application.
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