Fisher Herrick, Long Michele
Resident in Internal Medicine, Brigham and Women's Hospital.
Associate Professor, Department of Pediatrics, University of California, San Francisco, School of Medicine.
MedEdPORTAL. 2016 Nov 10;12:10499. doi: 10.15766/mep_2374-8265.10499.
The session was designed as part of a yearlong elective within the Association of American Medical Colleges' Education in Pediatrics Across the Continuum (EPAC) pilot at the University of California, San Francisco. The EPAC pilot aims for longitudinal pediatric education across the medical school and pediatric residency years, with specific emphasis on competency-based advancement. The goal of the elective is to cultivate students' early interest in pediatrics.
This is an interactive case-based session for medical students on the clinical presentation and initial evaluation of adolescent depression. We developed this session based on an informal needs assessment at our local institution as well as prior research documenting the minimal time allocated to child and adolescent psychiatry in medical school curricula. The 80-minute interactive case-based format integrates knowledge and clinical experiences while requiring minimal equipment and preparation.
The session was administered at the University of California, San Francisco, in 2015 to 22 students. Fourteen participants completed evaluation questions (64% response rate). Of responders, 92%-100% thought the session was very or extremely effective at meeting the stated objectives, was interactive, had appropriate time allocated, and was very or extremely helpful at reinforcing objectives from the medical school curriculum. Thirteen participants completed postsession knowledge acquisition questions and performed better than controls (90% vs. 75%), but the difference was not statistically significant.
Other medical schools could easily administer this session as presented or adapt it to a different target audience or for different time constraints. It is an effective, interactive, well-paced, and helpful means of introducing to medical students a topic that is relevant for anyone going into pediatrics. Likewise, it helps to rectify the lack of child and adolescent psychiatry content in most medical school programs, and it aligns with the movement in undergraduate medical education towards more clinically integrated, inquiry-based curricula with attention to professional development.
本次课程是美国医学院协会在加州大学旧金山分校开展的儿科全连续教育（EPAC）试点项目为期一年的选修课程的一部分。EPAC试点项目旨在贯穿医学院和儿科住院医师培训阶段进行纵向儿科教育，特别强调基于能力的进步。该选修课程的目标是培养学生对儿科的早期兴趣。
这是一个针对医学生的基于案例的互动课程，内容是青少年抑郁症的临床表现和初步评估。我们根据当地机构的非正式需求评估以及先前的研究开发了本次课程，这些研究表明医学院课程中分配给儿童和青少年精神病学的时间极少。这种80分钟的基于案例的互动形式整合了知识和临床经验，同时所需设备和准备工作极少。
2015年，本次课程在加州大学旧金山分校面向22名学生开展。14名参与者完成了评估问题（回复率64%）。在回复者中，92%-100%的人认为该课程在实现既定目标方面非常有效或极其有效，具有互动性，时间分配合理，并且在强化医学院课程目标方面非常有帮助或极其有帮助。13名参与者完成了课后知识获取问题，表现优于对照组（90%对75%），但差异无统计学意义。
其他医学院可以轻松地按照所呈现的方式开展本次课程，或者将其调整以适应不同的目标受众或不同的时间限制。这是一种有效、互动、节奏良好且有帮助的方式，向医学生介绍一个与任何从事儿科工作的人都相关的主题。同样，它有助于纠正大多数医学院课程中儿童和青少年精神病学内容的不足，并且与本科医学教育向更临床整合、基于探究的课程发展并注重专业发展的趋势相一致。
