Maurice W L, Klonoff H, Miles J E, Krell R
J Med Educ. 1975 Feb;50(2):181-9. doi: 10.1097/00001888-197502000-00010.
The psychiatry clerkship at the University of British Columbia (U.B.C.) emphasizes the teaching model of the student as primary therapist. In the adult program this takes the form of a ward in which clinical clerks are the primary medical agents. In the child program each clerk assesses and treats a new family referral. While the student-ward model has been described previously, this is the first report which attempts to evaluate some aspects of this innovative approach to teaching clinical psychiatry. Student knowledge, attitudes, personality attributes, and expectations were assessed at the beginning and end of the eight-week rotation, and the changes are described. Principal findings included significant differences in the following: psychiatric knowledge, attitudes about psychiatric illness, ratings of the students by the psychiatrist-supervisor, and some student personality characteristics. Most students had rotation experiences which went beyond prior expectations. The changes which occurred were thought to be important, although modest. The implications of the changes are discussed. The level of the patient care in the programs described compared favorably with similar situations in which residents are the primary therapists.
英属哥伦比亚大学（U.B.C.）的精神病学临床实习强调以学生为主要治疗师的教学模式。在成人项目中，这表现为一个病房，临床实习医生是主要的医疗人员。在儿童项目中，每位实习医生评估并治疗新转诊来的家庭。虽然之前已经描述过学生 - 病房模式，但这是第一份试图评估这种创新的临床精神病学教学方法某些方面的报告。在为期八周的轮转开始和结束时，对学生的知识、态度、个性特质和期望进行了评估，并描述了这些变化。主要发现包括以下方面的显著差异：精神病学知识、对精神疾病的态度、精神科督导对学生的评分以及一些学生的个性特征。大多数学生的轮转经历超出了之前的预期。所发生的变化虽不显著，但被认为很重要。讨论了这些变化的影响。与以住院医生为主要治疗师的类似情况相比，所描述项目中的患者护理水平良好。
