From the Publisher
"This book deserves our attention since it covers a very important topic and sheds light on common predicaments of our profession. There are summary tables in each section, which makes it an easy and interesting book to read. This is a bedside book for every psychiatrist who is responsible for educating others, particularly for the ones working in academic settings and training hospitals" (Turkish Journal of Psychiatry, August 2011)
"It will be rewarding reading for any psychiatrist interested in education and required reading for medical school psychiatry leads." (The Psychiatrist, August 2011)
"Written by experts in psychiatric education, this work addresses the well-understood methods for teaching and learning the practice of psychiatry." (Doody's, October 2011)
"In this valuable international perspective on teaching psychiatry, Gask (U. of Manchester, UK), Coskun (U. of Kocaeli, Turkey), and Baron (U. of Southern California School of Medicine, Los Angeles, US) advocate improvements in psychiatric education to address the recruitment crisis in the field and help reduce the stigma attached to mental illness even among medical students." (Booknews, April 2011)
Doody's Review Service
Reviewer: Steven T. Herron, MD (Assurance Health and Wellness)
Description: Written by experts in psychiatric education, this work addresses the well-understood methods for teaching and learning the practice of psychiatry.
Purpose: The foreword suggests "this book aims to cover the history and future of medical education in psychiatry at every level of training," from undergraduate through residency and into the full practice of the specialty.
Audience: The book is directed at students, whether considering the field of psychiatry or practicing the specialty for years. It is also targeted at primary care physicians who require many of the same skill sets as those working in the mental health field, especially when it comes to the assessment of patients.
Features: Chapters progressively take readers through medical education, beginning with an overview of improvements needed in psychiatric education and ending with assessment and support of students. Chapters contain some diagrams, tables, and figures, and each concludes with current and relevant references.
Assessment: It is difficult to compare this work to others, as there are few with this focus on the act of teaching psychiatry to students at various levels of experience and training. With its multiple authors from countries steeped in the traditions of Western medicine (mainly in Europe, Canada, and the U.S., though other countries are represented, including Argentina), its approach is mainly traditional forms of education, though it also highlights more recent developments, such as problem-based learning and working with a standardized patient. Stylistically, the presentation is somewhat drab and unappealing, as there is little contrast between text and diagrams, but from a content standpoint, this book offers a good start at focusing on creating an improved educational curriculum for those learning psychiatry, with the ultimate goal of developing better psychiatrists. I look forward to future editions.