Academic Psychiatry

, Volume 35, Issue 4, pp 245–248 | Cite as

Teaching Psychosomatic Medicine Using Problem-Based Learning and Role-Playing

Brief Reports

Abstract

Objective

Problem-based learning (PBL) has been implemented in medical education world-wide. Despite its popularity, it has not been generally considered useful for residency programs. The author presents a model for the implementation of PBL in residency programs.

Method

The author presents a description of a PBL curriculum for teaching psychosomatic medicine to PGY 2 members in a psychiatry training program. The goals of PBL are to encourage self-directed learning; enhance curiosity, using case-based, con-textualized learning; promote collaborative practice; and support patient-centered care. The addition of role-playingexercises helps PGY 2 residents to develop their skills from simply developing a differential diagnosis to being able to construct biopsychosocial formulations, and it provides these residents an opportunity to practice presenting case formulations to the patient and family.

Results

Residents and faculty enjoyed the PBL role-playing sessions. Residents wanted the learning objectives given to them rather than generating their own learning objectives, to move through the cases faster, and to receive more information and more cases.

Conclusion

Teaching psychosomatic medicine, using PBL and role-playing, allows many of the proposed Academy of Psychosomatic Medicine residency core competencies to be met. However, further refinement of the PBL method needs to take place in order to adapt its use to residency programs.

Keywords

Learning Objective Residency Program Academic Psychiatry Psychosomatic Medicine Vocal Cord Dysfunction 

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Copyright information

© Academic Psychiatry 2011

Authors and Affiliations

  1. 1.Dept. of PsychiatryUniversity of Colorado, DenverDenver

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