Making It Real: From Telling to Showing , Sharing , and Doing in Psychiatric Education

• Published in: Advances in medical education and practice 2021-01, Vol.12, p.1379-1388
• Main Authors: Martin, Andrés, de Carvalho Filho, Marco A, Jaarsma, Debbie, Duvivier, Robbert
• Format: Article
• Language: English
• Subjects: Actor-network theory; Collaboration; Medical education; Medicine; Mental disorders; Mental illness; Patients; Psychiatry; Psychotherapy; Reflective practice; simulated patients; stigma; video-enhanced didactic
• ISSN: 1179-7258; 1179-7258
• DOI: 10.2147/AMEP.S336779

Innovations in contemporary medical education could inform remedies to address enduring challenges such as the marginalization and stigmatization of psychiatry, of mental illnesses, and of those affected by them. In blending the works of Bleakley, Bligh, and Brown (2011) and of Kumagai and Naidu (2015), we developed an overarching heuristic with practical relevance and concrete applications to psychiatric education. We identify three areas to enhance psychiatric education embedded into this blended framework: 1) , or the more accurate depiction or of mental illnesses and of psychiatric practice, as exemplified by the incorporation into didactic content of asynchronous video-based clinical materials produced with specific educational objectives in mind; 2) , or addressing the problem of mental illnesses, of those living with or affected by them, and of psychiatry as a profession, as exemplified by psychiatrists embracing their role as experts by professional and personal experience when sharing their own journeys with mental illness, treatment, and recovery; and 3) , or reflective psychiatric practice, as exemplified by the novel methodology of co-constructive patient simulation (CCPS), through which learners can engage in reflective practice and supervision in a participatory and democratic setting that does not privilege participants' hierarchical standing. The blended model and the sample applications we describe offer a range of teaching, learning, and professional development opportunities, should psychiatric educators choose to pursue them and reap their promise.