{"title":"精神病学见习和COVID-19大流行：宾夕法尼亚州立医学院的经验教训。","authors":"Usman Hameed, Emma Batchelder, Ahmad Hameed","doi":"10.4088/PCC.24m03809","DOIUrl":null,"url":null,"abstract":"<p><p><b>Objectives:</b> To present experiences with an alternative psychiatry clerkship curriculum during the pandemic and potential initiatives for medical education in the future.</p><p><p><b>Methods:</b> The psychiatry clerkship curriculum at Penn State College of Medicine was revised from a block rotation to a longitudinal integrated model in 2020 in response to the COVID-19 pandemic. Educational activities were separated into indirect patient care and direct patient care experience. Outcomes were measured via end of course evaluations and compared to the data from the previous year.</p><p><p><b>Results:</b> The percentage of students who \"agreed\" or \"strongly agreed\" with \"faculty/preceptors provided effective teaching\" was 96% (N = 98) compared to 97% (N = 95) in the previous year, and the percentage who \"agreed/strongly agreed\" with \"the feedback I received from attendings/residents helped me improve my patient care skills during the rotation\" was 95% (N = 97) compared to 98% (N = 95) previously. The percentage of students who \"agreed/strongly agreed\" with \"I was able to establish a meaningful relationship with at least 1 preceptor/attending during this rotation\" was 94% (N = 98) compared to 97% (N = 95) previously, and the percentage who \"agreed/strongly agreed\" with \"I was able to play a significant role in patient care during this rotation\" was 88% (N = 98) compared to 91% (N = 94) previously. Also, 90% of students (N = 98) versus 93% (N = 95) from the year prior rated the quality of their educational experience during the clerkship as \"4\" or \"5\" on a Likert scale.</p><p><p><b>Discussion:</b> The pandemic disrupted traditional undergraduate medical education and required adaptations to the clerkship curriculum to provide meaningful learning experiences. Integration of virtual patient care and telehealth services into medical education will serve to develop well-rounded physicians prepared for the future of health care.</p><p><p><i>Prim Care Companion CNS Disord 2025;27(1):24m03809</i>.</p><p><p>\n <i>Author affiliations are listed at the end of this article.</i>\n </p>","PeriodicalId":22814,"journal":{"name":"The primary care companion for CNS disorders","volume":"27 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Psychiatry Clerkship and the COVID-19 Pandemic: Lessons Learned at Penn State College of Medicine.\",\"authors\":\"Usman Hameed, Emma Batchelder, Ahmad Hameed\",\"doi\":\"10.4088/PCC.24m03809\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p><b>Objectives:</b> To present experiences with an alternative psychiatry clerkship curriculum during the pandemic and potential initiatives for medical education in the future.</p><p><p><b>Methods:</b> The psychiatry clerkship curriculum at Penn State College of Medicine was revised from a block rotation to a longitudinal integrated model in 2020 in response to the COVID-19 pandemic. Educational activities were separated into indirect patient care and direct patient care experience. Outcomes were measured via end of course evaluations and compared to the data from the previous year.</p><p><p><b>Results:</b> The percentage of students who \\\"agreed\\\" or \\\"strongly agreed\\\" with \\\"faculty/preceptors provided effective teaching\\\" was 96% (N = 98) compared to 97% (N = 95) in the previous year, and the percentage who \\\"agreed/strongly agreed\\\" with \\\"the feedback I received from attendings/residents helped me improve my patient care skills during the rotation\\\" was 95% (N = 97) compared to 98% (N = 95) previously. The percentage of students who \\\"agreed/strongly agreed\\\" with \\\"I was able to establish a meaningful relationship with at least 1 preceptor/attending during this rotation\\\" was 94% (N = 98) compared to 97% (N = 95) previously, and the percentage who \\\"agreed/strongly agreed\\\" with \\\"I was able to play a significant role in patient care during this rotation\\\" was 88% (N = 98) compared to 91% (N = 94) previously. Also, 90% of students (N = 98) versus 93% (N = 95) from the year prior rated the quality of their educational experience during the clerkship as \\\"4\\\" or \\\"5\\\" on a Likert scale.</p><p><p><b>Discussion:</b> The pandemic disrupted traditional undergraduate medical education and required adaptations to the clerkship curriculum to provide meaningful learning experiences. Integration of virtual patient care and telehealth services into medical education will serve to develop well-rounded physicians prepared for the future of health care.</p><p><p><i>Prim Care Companion CNS Disord 2025;27(1):24m03809</i>.</p><p><p>\\n <i>Author affiliations are listed at the end of this article.</i>\\n </p>\",\"PeriodicalId\":22814,\"journal\":{\"name\":\"The primary care companion for CNS disorders\",\"volume\":\"27 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2025-02-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The primary care companion for CNS disorders\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4088/PCC.24m03809\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Medicine\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The primary care companion for CNS disorders","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4088/PCC.24m03809","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Medicine","Score":null,"Total":0}
Psychiatry Clerkship and the COVID-19 Pandemic: Lessons Learned at Penn State College of Medicine.
Objectives: To present experiences with an alternative psychiatry clerkship curriculum during the pandemic and potential initiatives for medical education in the future.
Methods: The psychiatry clerkship curriculum at Penn State College of Medicine was revised from a block rotation to a longitudinal integrated model in 2020 in response to the COVID-19 pandemic. Educational activities were separated into indirect patient care and direct patient care experience. Outcomes were measured via end of course evaluations and compared to the data from the previous year.
Results: The percentage of students who "agreed" or "strongly agreed" with "faculty/preceptors provided effective teaching" was 96% (N = 98) compared to 97% (N = 95) in the previous year, and the percentage who "agreed/strongly agreed" with "the feedback I received from attendings/residents helped me improve my patient care skills during the rotation" was 95% (N = 97) compared to 98% (N = 95) previously. The percentage of students who "agreed/strongly agreed" with "I was able to establish a meaningful relationship with at least 1 preceptor/attending during this rotation" was 94% (N = 98) compared to 97% (N = 95) previously, and the percentage who "agreed/strongly agreed" with "I was able to play a significant role in patient care during this rotation" was 88% (N = 98) compared to 91% (N = 94) previously. Also, 90% of students (N = 98) versus 93% (N = 95) from the year prior rated the quality of their educational experience during the clerkship as "4" or "5" on a Likert scale.
Discussion: The pandemic disrupted traditional undergraduate medical education and required adaptations to the clerkship curriculum to provide meaningful learning experiences. Integration of virtual patient care and telehealth services into medical education will serve to develop well-rounded physicians prepared for the future of health care.
Prim Care Companion CNS Disord 2025;27(1):24m03809.
Author affiliations are listed at the end of this article.
期刊介绍：
Founded in 1998, The Primary Care Companion for CNS Disorders (ISSN 2155-7780), formerly The Primary Care Companion to The Journal of Clinical Psychiatry, is an international, peer-reviewed, online-only journal, and its articles are indexed by the National Library of Medicine. PCC seeks to advance the clinical expertise of primary care physicians and other health care professionals who treat patients with mental and neurologic illnesses. PCC publishes research from disciplines such as medicine, nursing, pharmacy, and psychology, especially as it pertains to integrated delivery systems and interdisciplinary collaboration. PCC focuses on providing information of direct clinical utility and giving a voice to clinician researchers. Practice-based research from individuals and groups with clinical expertise is particularly welcome. Pertinent manuscript types include: -Original research -Systematic reviews -Meta-analyses -Case reports and series -Commenting letters to the editor Articles published in PCC typically cover attention-deficit/hyperactivity disorder, depression, bipolar disorder, anxiety, addiction, sleep disorders, pain, Alzheimer’s disease, multiple sclerosis, and Parkinson’s disease.
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