RESUMO
Two problems that interfere with the student's understanding and acceptance of psychiatric knowledge result largely from the use of a categorical model for psychiatric diagnosis. These two problems are: (1) the apparent inapplicability of the standard system of psychiatric diagnosis to real patients; and (2) the apparent irrelevance for general medical practice of psychiatric diagnosis and theory. Both problems may be avoided by presenting psychiatry in the framework of a multidimensional diagnostic schema that used familiar terms but treats them as dimensions with severe, moderate, and mild degrees of impairment rather than as categories of mutually exclusive psychiatric diseases. A teaching program is described in which detailed review of student interviews with psychiatric and especially nonpsychiatric patients is employed to demonstrate the usefulness of multidimensional psychiatric diagnosis.
Assuntos
Educação de Graduação em Medicina , Psiquiatria/educação , Sintomas Afetivos/diagnóstico , Humanos , Deficiência Intelectual/diagnóstico , Entrevista Psicológica , Transtornos Neurocognitivos/diagnóstico , Transtornos Neuróticos/diagnóstico , Transtornos da Personalidade/diagnóstico , Esquizofrenia/diagnóstico , Ensino/métodosRESUMO
The authors present the results of a one-year study showing equivalent mastery of basic psychiatric knowledge and skills and equally favorable student reactions after psychiatry clerkships on a consultation-liaison service and on other more traditional psychiatry services. They recommend further research highlighting the unique contributions of consultation-liaison clerkship training to knowledge, skills, and attitudes for holistic primary care.