Non-VSLO External Elective Process
Psychiatry and the Cinema
Successful completion of Year 2
Additional Requirements: Contact Jessica Prescott (firstname.lastname@example.org).
Responsible Faculty Director:
Derek Neal, MD
Michael Stone, MD Ruth Levine, MD Lisa Falls, MD Dwight Wolf, MD
to Report on First Day
Schedule will be emailed 1-2 weeks prior
1,5, 7, 10, 12
excluding holiday period 8
Offered 100% Online
|This elective will enable students to gain a better appreciation for how Hollywood movies create cultural stereotypes, romanticize boundary violations, and perpetuate misinformation about the profession of psychiatry and psychiatrists.|
|By the end of the elective, students will: 1. Name the common misconceptions about psychiatry and psychiatric illness perpetuated by the media. 2 Recognize the high prevalence of boundary violations sympathetically shown in Hollywood portrayals of psychiatrists and psychiatric patients. 3. Appreciate the potential damage to patients and providers when misinformation about psychiatry and behavioral science is perpetuated through Hollywood film. Students will have the opportunity to read selections from the book "Psychiatry and the Cinema" (Gabbard, et al., University of Chicago Press, 1999) and the book "Media Madness: Public images of Mental Illness" (Ottow Wohl, Rutgers University Press, 1997). They will be directed to watch a selection of Hollywood films chosen by course faculty. Then each student will be required to find at least one film that illustrates examples of a character with emotional or behavioral problems. The student will facilitate a discussion of that film involving their own and the group's perceptions of the psychpathology of the character and how the filmmaker illustrates it -- whether it is in a sympathetic and balanced way or one that is in a biased and distorted fashion.|
|Description of course activities|
|Students will spend time reading, watching films, and meeting with course faculty to discuss impressions. They will be expected to take notes on the material they read and the films and to discuss the dynamics of the characters in the films. Students will have the opportunity to read selections from the book "Psychiatry and the Cinema" (Gabbard, et al., University of Chicago Press, 1999) and the book "Media Madness: Public images of Mental Illness" (Otto Wohl, Rutgers University Press, 1997).|
|Type of students who would benefit from the course|
|This course would be of interest to any student who is interested in the Humanitites, whether they will be specializing in Psychiatry, Primary Care, and any other medical specialty.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Average number of patients seen per week: 0|
|Call Schedule: N/A|
|Research Activities (estimated schedule)|
|Activity||Hours per Week|
|1. Clinical Observation|
|A.||Where are students observed on this elective?|
Patients simulators Other
|B.||Frequency - How often are students observed clinically?|
|C.||Format - What method(s) are used to document the student's clinical performance?|
Daily oral feedback
End of period oral feedback
|2. Oral Presentation|
|A.||Audience - To whom does the student present?|
|Faculty & Classmates|
|B.||Frequency / Duration of Presentation(s)?|
|End of Elective. While there will be no "formal" presentations, students will be expected to discuss all reading materials and films at each meeting with faculty. Meeting with faculty will take place after each film, approximately 3-4 times weekly.|
|C.||Format - What guidelines are set for the student's presentation?|
|Students should be prepared to present in an informal fashion their critique of the film they choose at the end of the rotation.|
|D.||Assessment - Who assesses the student's presentation performance?|
|Self-assessment Peer assessment Faculty assessment|
|E.||Method of content selection|
|Current cases Student-selected topic Assigned topic|
|3. Written Assignment (H&P's, notes, papers, abstracts, etc.)|
|A.||Frequency of written assignment(s)?|
|There is no automatic written assignment. However, a written assignment will be required if there are more than 2 absences. Any more than 3 absences will result in the initiation of protocol as outlined in the Academic Advancement Policy.|
|B.||Format - What guidelines are set for the student's written work?|
|If more than 2 classes are missed, a paper assignment is required as a makeup assignment. The assignment will be to write a paper expanding upon 3 major learning points that you have acquired over the course. The paper should be at least 900 words in length, no references required. This will be due at the last session of the period.|
|C.||Length of written assignment(s)?|
|Abstract Annotated bibliography 1 - 2 page paper 3+ page paper|
|D.||Are recent references required? No If yes, how are they selected?|
|E.||Method of content selection - e.g. student-selected, relate to cases, etc.?|
|F.||Audience - Who assesses the student's written performance?|
|Peer Assessment Faculty Assessment Other|
Written multiple choice
Written essay / short answer
|5. Extra Course Activities|
|What expectations do you have for the student to demonstrate participation in the elective (e.g. small group activities, seminars, thoughtful questions, providing resources, journal club, resident lecture attendance)?|
|6. Additional Costs|
|Please list any additional costs and/or purchases (books, materials, movies to watch, etc.) that are required for this course. Include an estimated total cost. If there are no additional costs, please enter "None".|
|7. Other Modes of Evaluation|
|Please explain below.|
|8. If this course is an Acting Internship, please complete the following:|
|A.||Objectives for the AI should relate directly to the Entrustable Professional Activities (EPAs).
Each AI should describe how the four key Year-4 EPAs that our school has identified as being Year-4 skills are
assessed. The Year-4 objectives are:
1. Entering and discussing orders/prescriptions.Specify how the student will be given formative feedback on their clinical skills.
Year-4 students should demonstrate mastery of EPAs they developed in the clerkship year, including recommending and interpreting common diagnostic and screening tests, and performing general procedures of a physician. They should be able to demonstrate masterfully and independently skills they mastered in Years 2-3, including efficiently performing comprehensive admission-notes and succinct daily progress notes and perform accurate, concise, and hypothesis-driven clinical presentations, form clinical questions and retrieve evidence to advance patient care. They should be able to demonstrate basic understanding of and beginning mastery of collaborate as a member of the interprofessional team and identify system failures and contribute to a culture of safety improvement.
List advanced clinical skills that a student will be assured an opportunity to practice.
How specifically will this AI build on developing skills from the clerkship year to prepare students for internship?
What opportunities will typically be available to all students who take this AI (procedures, required presentations, etc.)? What opportunities may be available based on patient load/presentation or student initiative (ie. Writing a case report)?
An AI should have expectation of a minimum of 32 hours per week of clinical responsibilities. Duty hours should be capped at ACGME limits for an intern, thus up to 24 hours followed by 4 hours of activities related to patient safety, education, and handoff. Students cannot work more than 80 hours per week averaged over 4 weeks. They can only have 1 day off in a 7-day work week with 8 hours off between shifts.
Clinical responsibilities will vary depending on specialty, but how is the student functioning with work commensurate to a PGY1 with an appropriate level of training?
How is the student demonstrating drawing clinical conclusions and/or developing a management plan and documentation as an intern would do?
How and by whom will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?
Acting Internship students often seek letters of recommendation following their experience. How many different Faculty will work directly with the student and have knowledge of the student's abilities to detail in a written evaluation? Describe the degree of supervision and interaction with faculty vs. residents or other providers and how feedback will be obtained if more direct work is with residents or other providers.