Document Detail


FRONTLINE: teaching affect recognition to medical students: evaluation and reflections.
MedLine Citation:
PMID:  21699350     Owner:  NLM     Status:  MEDLINE    
Abstract/OtherAbstract:
Techniques developed for teaching more empathic affect recognition and reflection to medical students during their introduction to psychiatric interviewing begin with a concrete grounding in facial muscular movements and facial affect recognition, and proceed to the use of countertransferential affective experience to aid in ascertaining personality types. Observations about the temper of today's medical students by psychoanalysts may be of help in avoiding increasing their already substantial characterological resistance to affective learning and empathy that has recently been reported in the medical education literature.
Authors:
David V Forrest
Publication Detail:
Type:  Journal Article    
Journal Detail:
Title:  The journal of the American Academy of Psychoanalysis and Dynamic Psychiatry     Volume:  39     ISSN:  1943-2852     ISO Abbreviation:  J Am Acad Psychoanal Dyn Psychiatry     Publication Date:  2011  
Date Detail:
Created Date:  2011-06-24     Completed Date:  2011-11-02     Revised Date:  2012-03-21    
Medline Journal Info:
Nlm Unique ID:  101177980     Medline TA:  J Am Acad Psychoanal Dyn Psychiatry     Country:  United States    
Other Details:
Languages:  eng     Pagination:  229-41     Citation Subset:  IM    
Affiliation:
Psychoanalytic Center, Columbia University College of Physicians & Surgeons.
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MeSH Terms
Descriptor/Qualifier:
Affect*
Affective Symptoms / classification
Countertransference (Psychology)
Education, Medical, Undergraduate / methods,  standards
Empathy*
Facial Expression
Humans
Individuality
Interview, Psychological* / methods,  standards
Learning
Physician-Patient Relations
Psychoanalysis / education*
Recognition (Psychology)
Students, Medical / psychology*
Teaching / methods*

From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine


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