The authors report on a teaching drill for psychiatric trainees that
tests their ability to communicate child psychiatry concepts to a
nonpsychiatric physician and to parents of a disturbed child as well as
their abilities in the role of a supervisor and a "visiting professor." It
was found that the drill was a learning experience for the trainees that
focused attention on their problems in integrating their psychiatric skills
and identity with their identification with the medical model.Abstract Teaser