TECHNIQUES FOR EVALUATING THE EFFECTIVENESS OF PSYCHIATRIC TEACHING
RUSSELL R. MONROE M.D.1
1 Professor of Psychiatry, The Psychiatric Institute, Univ. of Maryland School of Medicine, Baltimore, Md.
1. Studies in progress for the past two years suggest that we can devise short-answer, multiple-choice tests applicable for examination of large classes which correlate well with subsequent clinical performance.
2. It is suggested that giving separate examinations in clinical description, clinical evaluation, psychotherapeutic techniques and factual knowledge will provide a profile of competency for each student which will highlight his strengths and weaknesses. This should provide a guide for instructors involved in the small-group, tutorial educational system in the clinical years.
3. Such tests even expose psychopathology and defense mechanisms. If the student s markedly deviant from his peers, one should be alerted to the possibility of severe psychopathology.
4. Utilizing available movies and rating scales already standardized on trained personnel seems to be an equitable way to measure the student's capabilities. It also offers an opportunity for interschool comparison of students.
5. It is hoped that such procedures can be designed so that the practice effect will be minimal and that the same exam can be repeated at least once during the four-year medical school curriculum. In this way these instruments could be utilized to evaluate the effectiveness of psychiatric teaching.
