Fleming J A, Patterson P G
Sleep Disorders Program, University Hospital, University of British Columbia, Vancouver.
Can J Psychiatry. 1993 Jun;38(5):345-50. doi: 10.1177/070674379303800512.
Prompted by the Council on Education and Professional Liaison of the Canadian Psychiatric Association, the authors surveyed the program directors and senior residents of departments of psychiatry on the teaching of case formulation skills in Canada. The results showed that case formulation is taught formally in most departments and that students are expected to demonstrate these skills throughout their training. However, less than one-half of the teaching programs provide guidelines for case formulation. The residents, who expected case formulation skills to be assessed in the oral examinations of the Royal College, were unanimous in their view that the process should be standardized and that guidelines be provided. Both the program directors and the residents favoured a biopsychosocial format for recording case formulation, but they did not agree on the content of an ideal formulation.
在加拿大精神科协会教育与专业联络委员会的推动下，作者对加拿大各精神科部门的项目主任和高级住院医师就病例分析技能教学情况进行了调查。结果显示，大多数部门都正式教授病例分析，并且期望学生在整个培训过程中展示这些技能。然而，不到一半的教学项目提供病例分析指南。期望在皇家学院口试中评估病例分析技能的住院医师一致认为，该过程应该标准化并提供指南。项目主任和住院医师都倾向于采用生物心理社会模式来记录病例分析，但他们在理想病例分析的内容上并未达成一致。
