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Teaching psychosomatic medicine using problem-based learning and role-playing.

Alison M Heru1

  • 1Dept. of Psychiatry, University of Colorado, Denver, Denver, CO. alisonheru@gmail.com.

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Summary
This summary is machine-generated.

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.

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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.