Department of Psychiatry, Geisel School of Medicine at Dartmouth, Lebanon, NH; Dartmouth-Hitchcock Leadership Preventive Medicine Residency Program, Lebanon, NH; Dartmouth-Hitchcock Psychiatry Residency Program, Lebanon, NH.
Mental Health Service Line, Edward Hines Junior VA Hospital, Hines, IL; Department of Psychiatry, Loyola University Chicago Stritch School of Medicine, Maywood, IL.
Psychosomatics. 2019 Nov-Dec;60(6):539-548. doi: 10.1016/j.psym.2019.07.007. Epub 2019 Aug 1.
Consultation-liaison (C-L) psychiatry, similar to other medical specialties, relies on the education of students, residents, fellows, and life-long learners for growth of the field. C-L psychiatry is unique as it exists at the intersection of psychiatry with other medical subspecialties. Traditional teaching methods have been used in C-L psychiatry programs for more than 50 years, while technology has recently advanced as available resources and the learning styles of today's learners have evolved. A growing number of younger trainees are taking advantage of new ways to learn.
We sought to examine both traditional and novel teaching methodologies and how each of these educational methodologies fits within adult learning theory and in the context of how digital natives learn about C-L psychiatry.
In this narrative review, we drew upon the experiences of the authors as both life-long learners and educators. We then reviewed the literature pertaining to teaching methods that have been used in C-L psychiatry as well as emerging methods that could potentially be used in C-L psychiatry.
C-L psychiatry has used traditional teaching methods such as readings, didactic lectures, case-based rounds, and problem-based learning. Novel teaching methodologies such as teaching rotations, simulations, social media, podcasts, movie clubs, and the use of mobile tablet computers have been used in general psychiatry and other medical specialties, while literature specific to C-L psychiatry was sparse.
Opportunities abound to make use of new teaching methodologies and technologies to appeal to future generations of C-L psychiatrists.
联络精神病学与其他医学专业一样，依赖于学生、住院医师、研究员和终身学习者的教育，以促进该领域的发展。联络精神病学的独特之处在于它存在于精神病学与其他医学专业的交叉点。传统的教学方法在联络精神病学项目中已经使用了 50 多年，而随着现有资源和当今学习者的学习方式的发展，技术也在最近得到了进步。越来越多的年轻受训者正在利用新的学习方式。
我们试图研究传统和新颖的教学方法，以及这些教育方法如何适应成人学习理论，并适应数字原住民了解联络精神病学的方式。
在这篇叙述性综述中，我们借鉴了作者作为终身学习者和教育者的经验。然后，我们回顾了与联络精神病学中使用的教学方法以及可能在联络精神病学中使用的新兴方法相关的文献。
联络精神病学使用了传统的教学方法，如阅读、专题讲座、基于案例的查房和基于问题的学习。新颖的教学方法，如教学轮转、模拟、社交媒体、播客、电影俱乐部以及使用移动平板电脑，已在普通精神病学和其他医学专业中使用，而与联络精神病学相关的文献却很少。
有很多机会利用新的教学方法和技术来吸引未来的联络精神病学家。
