J Korean Neuropsychiatr Assoc.
2021 Feb;60(1):86-95. 10.4306/jknpa.2021.60.1.86.
Educational Applications of Psychotherapy for the Medical Students: Development of Psychotherapy Education Model
- Affiliations
-
- 1Mind Knock Psychiatry Clinic, Suwan, Korea
- 2Department of Neuropsychiatry, Hanyang University Guri Hospital, Guri, Korea
- 3Department of Psychiatry, Inje University Haeundae Paik Hospital, Busan, Korea
- KMID: 2513548
- DOI: http://doi.org/10.4306/jknpa.2021.60.1.86
Abstract
Objectives
We have been providing psychotherapy training for medical students enrolled in the course of ‘Clinical Practice.’ The aim of this study is to introduce the psychotherapy education developed in this process, conceptualize objective education methods, and check the impact of educational applications of psychotherapy for medical students.
Methods
Psychotherapy was applied to the medical students during their clerkship in psychiatry. 221 medical students participated in this program from 2017–2019, which consisted of 2–3 people in a group. One was in charge of clients, and the other was an observer. Their clerkship was based on psychodynamic psychotherapy, especially Taopsychotherapy. Before and after the practice, participants completed a self-reporting questionnaire about ego identity, self-concealment, and professional help-seeking attitudes. Statistical analysis using a two-way repeated measure analysis of variance was conducted.
Results
Participants learned of the nuclear feelings associated with the current problem and were surprised to find a connection with past experiences, but accepted the connection. Selfidentity decreased in the client role students (p=0.001), and professional help-seeking attitude increased in both client and observer role students (p=0.001).
Conclusion
In the general course of psychotherapy, patients are reminded of their first interpersonal relationships, like parents, and in the beginning, they only think of positive aspects under repressed emotions. However, they gradually recalled negative emotions. The above practical course featured this same pattern. As they recognized negative emotions that were repressed, self-identity decreased in client role students.
