Department of Psychiatry and Behavioral Sciences, University of Louisville School of Medicine, Louisville, KY, 40292, USA.
Acad Psychiatry. 1991 Dec;15(4):204-7. doi: 10.1007/BF03341365.
This article provides a preliminary report on the educational impact of scheduling inpatient rotations either before or after an out patient year. The inpatient psychiatry evaluations of a group of PGY-3 residents who had their inpatient training rotation after a psychodynamically focused outpatient PGY-2 were compared with those of a group of PGY-2 residents who had their initial psychiatry training at the same inpatient service with the same supervisors during the same academic year. The PGY-3 residents had more difficulty in acquiring inpatient diagnostic skills, in understanding the range of inpatient psychopathology, in understanding the range of therapeutic interactions, and in development of professional psychiatric identity than PGY-2 residents on the same rotation. The implications of these preliminary findings for educational planning and future research are discussed.
这篇文章初步报告了在门诊年后或年前安排住院轮次对教育的影响。一组 PGY-3 住院医师在接受精神动力学为重点的 PGY-2 门诊年后进行住院培训，将他们的住院评估与另一组 PGY-2 住院医师进行比较，后者在同一住院服务中与同一导师在同一学年接受初始精神病学培训。PGY-3 住院医师在获得住院诊断技能、理解住院精神病理学范围、理解治疗性相互作用范围以及发展专业精神科身份方面比在同一轮次的 PGY-2 住院医师更困难。这些初步发现对教育规划和未来研究的意义进行了讨论。
