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Teaching psychodynamic formulation to psychiatric trainees Part 2: Teaching methods

  • Chris Mace and Sharon Binyon
Abstract

Teaching methods to help students appreciate the value of psychodynamic formulation and to become more skilled in producing formulations are described. These are closely related to the four levels of our model formulation, each level corresponding to a set of competencies through which students should normally progress. Accurate diagnosis of a student's current capabilities and needs is crucial to effective teaching. Teaching methods at each level are illustrated through detailed reference to a case example. The usefulness of small-group discussion for assimilating clinical material within a clear framework is emphasised throughout.

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References
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General Medical Council (2003) Tomorrow's Doctors: Recommendations on Undergraduate Medical Education. London: GMC.
Mace, C. & Binyon, S. (2005) Teaching psychodynamic formulation to psychiatric trainees. Part 1: Basics of formulation. Advances in Psychiatric Treatment, 11, 416423.
Malan, D. (1979) Individual Psychotherapy and the Science of Psychodynamics. London: Butterworth.
OPD Task Force (2001) Operationalized Psychodynamic Diagnostics: Foundations and Manual. Kirkland: Hogrefe & Huber.
Royal College of Psychiatrists (2002) Requirements for Psychotherapy Training as Part of Basic Specialist Psychiatric Training. http://www.rcpsych.ac.uk/traindev/postgrad/ptBasic.pdf
Vaillant, G. E. (1992) Ego Mechanisms of Defense: A Guide for Clinicians and Researchers. New York: Basic Books.
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BJPsych Advances
  • ISSN: 1355-5146
  • EISSN: 1472-1481
  • URL: /core/journals/bjpsych-advances
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Teaching psychodynamic formulation to psychiatric trainees Part 2: Teaching methods

  • Chris Mace and Sharon Binyon
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