{"title":"教育一年级医学生如何（而不是什么）开处方的互动活动的试点研究。","authors":"Kaylie O'Connell, David Mintz","doi":"10.1176/appi.psychotherapy.20240004","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>Pharmacotherapy outcomes may be influenced as much by psychosocial factors as by medication. Comprehensive discussion of such factors may contribute to better patient outcomes and may counter aspects of a curriculum that prioritizes efficiency and that has the potential to undermine clinician empathy. This pilot study aimed to explore the benefits of teaching psychosocial aspects of prescribing and student acceptance of such teaching.</p><p><strong>Methods: </strong>First-year medical students (N=22) at Quinnipiac University were surveyed after completing an online module explaining psychosocial principles of pharmacology and participating in role-plays.</p><p><strong>Results: </strong>Nineteen participants (86%) strongly agreed that how they prescribe was as important as what they prescribe, and 17 participants (77%) strongly agreed that they would benefit from additional education.</p><p><strong>Conclusions: </strong>An interactive activity can enhance first-year medical students' interest in and knowledge of the impact of integrating psychosocial factors into medical education on treatment adherence.</p>","PeriodicalId":46822,"journal":{"name":"AMERICAN JOURNAL OF PSYCHOTHERAPY","volume":" ","pages":"appipsychotherapy20240004"},"PeriodicalIF":2.3000,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Pilot Study for an Interactive Activity Educating First-Year Medical Students on How (Not What) to Prescribe.\",\"authors\":\"Kaylie O'Connell, David Mintz\",\"doi\":\"10.1176/appi.psychotherapy.20240004\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objective: </strong>Pharmacotherapy outcomes may be influenced as much by psychosocial factors as by medication. Comprehensive discussion of such factors may contribute to better patient outcomes and may counter aspects of a curriculum that prioritizes efficiency and that has the potential to undermine clinician empathy. This pilot study aimed to explore the benefits of teaching psychosocial aspects of prescribing and student acceptance of such teaching.</p><p><strong>Methods: </strong>First-year medical students (N=22) at Quinnipiac University were surveyed after completing an online module explaining psychosocial principles of pharmacology and participating in role-plays.</p><p><strong>Results: </strong>Nineteen participants (86%) strongly agreed that how they prescribe was as important as what they prescribe, and 17 participants (77%) strongly agreed that they would benefit from additional education.</p><p><strong>Conclusions: </strong>An interactive activity can enhance first-year medical students' interest in and knowledge of the impact of integrating psychosocial factors into medical education on treatment adherence.</p>\",\"PeriodicalId\":46822,\"journal\":{\"name\":\"AMERICAN JOURNAL OF PSYCHOTHERAPY\",\"volume\":\" \",\"pages\":\"appipsychotherapy20240004\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2025-01-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"AMERICAN JOURNAL OF PSYCHOTHERAPY\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1176/appi.psychotherapy.20240004\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, CLINICAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"AMERICAN JOURNAL OF PSYCHOTHERAPY","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1176/appi.psychotherapy.20240004","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}
A Pilot Study for an Interactive Activity Educating First-Year Medical Students on How (Not What) to Prescribe.
Objective: Pharmacotherapy outcomes may be influenced as much by psychosocial factors as by medication. Comprehensive discussion of such factors may contribute to better patient outcomes and may counter aspects of a curriculum that prioritizes efficiency and that has the potential to undermine clinician empathy. This pilot study aimed to explore the benefits of teaching psychosocial aspects of prescribing and student acceptance of such teaching.
Methods: First-year medical students (N=22) at Quinnipiac University were surveyed after completing an online module explaining psychosocial principles of pharmacology and participating in role-plays.
Results: Nineteen participants (86%) strongly agreed that how they prescribe was as important as what they prescribe, and 17 participants (77%) strongly agreed that they would benefit from additional education.
Conclusions: An interactive activity can enhance first-year medical students' interest in and knowledge of the impact of integrating psychosocial factors into medical education on treatment adherence.
期刊介绍：
Founded in 1939, the American Journal of Psychotherapy (AJP) has long been a leader in the publication of eclectic articles for all psychotherapists. Transtheoretic in reach (offering information for psychotherapists across all theoretical foundations), the goal of AJP is to present an overview of the psychotherapies, subsuming a host of schools, techniques, and psychological modalities within the larger domain of clinical practice under broad themes including dynamic, behavioral, spiritual, and experiential.
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