Academic Psychiatry

, Volume 39, Issue 4, pp 482–486 | Cite as

Psy-feld: An Innovative Didactic Using the TV Show Seinfeld to Teach Delusional Disorder Subtypes

  • Anthony Tobia
  • Viwek Bisen
  • Aphrodite Zimmerman
  • Adam Trenton
  • Ebony Dix
  • Roseanne Dobkin
Column: Media

Abstract

Objective

The primary purpose of this article is to introduce Psy-feld, an innovative didactic used to review mental disorders through discussion of the interpersonal relationships of the fictional characters created in Larry David’s situational comedy, Seinfeld. To introduce this novel didactic, several peripheral Seinfeld characters were selected, who while not afflicted with a psychotic disorder, demonstrate traits that serve to facilitate discussion to review the different subtypes of Delusional Disorder.

Methods

Psy-feld is a 30-min faculty-facilitated didactic where a selected episode of the sitcom allows for review of multidisciplinary content areas considered germane to the practice of psychiatry. At Rutgers-Robert Wood Johnson Medical School, 104 third-year medical students rotated on the Consultation-Liaison Service from July 2011–March 2014 and participated in Psy-feld.

Results

Of the 104 students who participated in Psy-feld, 99 completed surveys on the didactic. Students found the didactic to be of high quality, believed it enhanced their learning, and thought that it prepared them for their final SHELF exam. Students also found it enjoyable and preferred the didactic to more traditional forms of teaching such as large group lectures.

Conclusions

Psy-feld is an example of an innovative teaching method that medical students found informative in reviewing teaching points of Delusional Disorder.

Keywords

Seinfeld Innovative teaching Delusional disorder 

References

  1. 1.
    Lynd-Balta E. Using literature and innovative assessments to ignite interest and cultivate critical thinking skills in an undergraduate neuroscience course. CBE Life Sci Educ. 2006;5:167–74.PubMedCentralPubMedCrossRefGoogle Scholar
  2. 2.
    Bloom BS, Krathwohl DR. Taxonomy of educational objectives: the classification of educational goals, by a Committee of College and University Examiners, handbook I: cognitive domain. New York: Longmans, Green; 1956.Google Scholar
  3. 3.
    Fritz GK, Poe RO. The role of a cinema seminar in psychiatric education. Am J Psychiatr. 1979;136:207–10.PubMedCrossRefGoogle Scholar
  4. 4.
    Sierles FS. Using film as the basis of an American culture course for first-year psychiatry residents. Acad Psychiatry. 2005;29:1.CrossRefGoogle Scholar
  5. 5.
    Tobia A, Draschil T, Sportelli D, Katsamanis M, Rosenberg S, Williams JM. The horror!: a creative framework for teaching psychopathology via metaphorical analyses of horror films. Acad Psychiatry. 2013;37:2.Google Scholar
  6. 6.
    American Psychiatric Association. Diagnostic and statistical manual of mental disorders. 5th ed. Arlington: American Psychiatric Association; 2013. p. 87–91.Google Scholar
  7. 7.
    Sadock BJ, Sadock VA. Synopsis of psychiatry. 9th ed. Philadelphia: Lippincott Williams & Wilkins; 2004.Google Scholar
  8. 8.
    Eisen JL, Coles ME, Tracie Shea M, Pagano ME, Stout RL, Yen S, et al. Clarifying the convergence between obsessive compulsive personality disorder criteria and obsessive compulsive disorder. J Personal Disord. 2006;20(3):294–3058.CrossRefGoogle Scholar
  9. 9.
    Pigott TA, L’Heureux F, Dubbert B, Bernstein S, Murphy DL. Obsessive compulsive disorder: comorbid conditions. J Clin Psychiatry. 1994;55(Suppl):15–27.PubMedGoogle Scholar

Copyright information

© Academic Psychiatry 2014

Authors and Affiliations

  • Anthony Tobia
    • 1
  • Viwek Bisen
    • 1
  • Aphrodite Zimmerman
    • 1
  • Adam Trenton
    • 1
  • Ebony Dix
    • 1
  • Roseanne Dobkin
    • 1
  1. 1.Rutgers-Robert Wood Johnson Medical SchoolNew BrunswickUSA

Personalised recommendations