Freud and Psychoanalysis in Galveston
Successful completion of Year 2
Additional Requirements: Students are required to speak with the instructor at least 8 weeks before the elective begins and prior to completing the C-Form that is required; The completed C-Form should be sent to Beverly Claussen @ email@example.com
Responsible Faculty Director:
William J. Winslade, Ph.D., J.D.
to Report on First Day
UTMB Ewing Hall 3.102 or email firstname.lastname@example.org
3, 4, 5, 8
excluding holiday periods 9 & 10
|Students will study the development of Freud's thought by reading his famous clinical cases. They will become aware of the key concepts of psychoanalytic theory as Freud applied and continually modified them in his clinical work. Students will also have the opportunity to study historical, cultural, and ethical aspects of Freud's thought. An overview of recent psychoanalytic theories will be provided.|
|1. Familiarity with Freud's original writings, especially his clinical case histories.
2. Familiarity with key concepts of psychoanalysis and their application to clinical work.
3. Awareness of historical, cultural, and ethical aspects of Freud's thought.
|Description of course activities|
|The course will consist of independent reading and study plus a two-day intensive set of seminars/group discussions. There are assigned readings for each session that must be done before the two-day session. Topics covered in the sessions will include clinical and research ethics; theoretical ethics and philosophy of medicine; history of medicine; literature and medicine; religion and medicine; visual arts/theater and medicine; law, policy and medicine; global and cross-cultural issues from a humanities perspective; and public health issues from a humanities perspective. Additional class meetings--2 per week--will be devoted to development of a research paper and a presentation. The final session will be a wrap-up and integration session with student oral presentations based on their research papers. 1. List the various disciplines that make up the medical humanities and explain how each offers a unique perspective for understanding issues in health care. 2. Develop creative, critical, analytic, and reflective thinking along with problem solving skills to produce reasoned arguments that incorporate multiple viewpoints and differing contexts. 3. Apply skills of self-awareness, a deeper understanding of the varieties of human experience, and cultural sensitivity to nurture attitudes important for the clinical practice of medicine in a social context. 4. Apply the perspectives of the disciplines represented by the IMH faculty.|
|Type of students who would benefit from the course|
|All students would likely benefit, especially those interested in Psychiatry, Internal Medicine, Family Medicine, or Pediatrics. Please contact Dr. Winslade for more information. Non-UTMB students register for this elective by submitting a Visiting Student Application available online at: http://www.utmb.edu/enrollmentservices/prospect/visitingmedical/index.html.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Average number of patients seen per week:|
|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?|
|Students presents to faculty|
|B.||Frequency / Duration of Presentation(s)?|
|Ongoing dialogue at all student/faculty tutorial meetings|
|C.||Format - What guidelines are set for the student's presentation?|
|Case analysis and discussion of psychoanalytic theories relevant to the case|
|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)?|
|Assigned as needed to understand the clinical cases|
|B.||Format - What guidelines are set for the student's written work?|
|Detailed case analysis using psychoanalytic concepts|
|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?|
|Provided by the instructor|
|E.||Method of content selection - e.g. student-selected, relate to cases, etc.?|
|Based on Freud's writing|
|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)?|
|Students are invited to participate in any concurrent activities at the Institute for the Medical Humanities that are relevant|
|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.