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Alternate methods of teaching psychopharmacology

dc.contributor.authorZisook, Sidney
dc.contributor.authorBenjamin, Sheldon
dc.contributor.authorBalon, Richard
dc.contributor.authorGlick, Ira
dc.contributor.authorLouie, Alan
dc.contributor.authorMoutier, Christine
dc.contributor.authorMoyer, Trenton
dc.contributor.authorSantos, Cynthia
dc.contributor.authorServis, Mark
dc.date2022-08-11T08:10:28.000
dc.date.accessioned2022-08-23T17:09:57Z
dc.date.available2022-08-23T17:09:57Z
dc.date.issued2005-06-07
dc.date.submitted2011-03-28
dc.identifier.citationAcad Psychiatry. 2005 May-Jun;29(2):141-54. <a href="http://dx.doi.org/10.1176/appi.ap.29.2.141">Link to article on publisher's site</a>
dc.identifier.issn1042-9670 (Linking)
dc.identifier.doi10.1176/appi.ap.29.2.141
dc.identifier.pmid15937260
dc.identifier.urihttp://hdl.handle.net/20.500.14038/45937
dc.description.abstractOBJECTIVE: This article reviews methods used to teach psychopharmacology to psychiatry residents that utilize principles of adult learning, enlist active participation of residents, and provide faculty with skills to seek, analyze, and use new information over the course of their careers. METHODS: The pros and cons of five "nonlecture" methods of teaching are reviewed: 1) journal clubs, 2) problem-based learning, 3) formalized patient-centered training, 4) games, and 5) the use of modern technology. RESULTS: Several programs are beginning to find novel methods of teaching psychopharmacology that are effective and well received by trainees and faculty. CONCLUSION: Programs need to go beyond the traditional lecture and apprenticeship model of psychopharmacology education to help make learning more fun, useful, relevant and self-sustaining.
dc.language.isoen_US
dc.relation<a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&list_uids=15937260&dopt=Abstract">Link to Article in PubMed</a>
dc.relation.urlhttp://dx.doi.org/10.1176/appi.ap.29.2.141
dc.subject*Curriculum
dc.subjectEducation, Medical, Continuing
dc.subjectHumans
dc.subject*Problem-Based Learning
dc.subjectPsychopharmacology
dc.subjectPublishing
dc.subjectTechnology
dc.subjectPsychiatry
dc.titleAlternate methods of teaching psychopharmacology
dc.typeJournal Article
dc.source.journaltitleAcademic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry
dc.source.volume29
dc.source.issue2
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/psych_pp/462
dc.identifier.contextkey1905666
html.description.abstract<p>OBJECTIVE: This article reviews methods used to teach psychopharmacology to psychiatry residents that utilize principles of adult learning, enlist active participation of residents, and provide faculty with skills to seek, analyze, and use new information over the course of their careers.</p> <p>METHODS: The pros and cons of five "nonlecture" methods of teaching are reviewed: 1) journal clubs, 2) problem-based learning, 3) formalized patient-centered training, 4) games, and 5) the use of modern technology.</p> <p>RESULTS: Several programs are beginning to find novel methods of teaching psychopharmacology that are effective and well received by trainees and faculty.</p> <p>CONCLUSION: Programs need to go beyond the traditional lecture and apprenticeship model of psychopharmacology education to help make learning more fun, useful, relevant and self-sustaining.</p>
dc.identifier.submissionpathpsych_pp/462
dc.contributor.departmentDepartment of Psychiatry
dc.source.pages141-54


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