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Teaching the Art of Medicine:
Integrating Behavioral Science, Mental
Health and Professional Development into
Residency Education Justin Parker, MD
Bobby Leebold, LCSW
Southern Illinois University School of Medicine
Decatur Family and Community Medicine Residency Program
Disclosures
• No disclosures relative to today’s presentation
2
Outline
• The need for behavioral science training
• Challenges within residency training
• Creation of a behavioral science curriculum
• Utility of balint and support groups
• Integration into didactic and clinical curriculums
• Self-Efficacy results
3
A Need for Training
• Mental Health Care and Family Medicine – Xierali IM, Tong ST, Petterson SM, Puffer JC, Phillips RL, Bazemore AW.
Family Physicians are Essential for Mental Health Care Delivery. J AM Board Fam Med 2013; 26(2): 114-115.
• Longitudinal Curriculums – Hale, L, Ivey, L, Rollins, V. Impact of Longitudinal Behavioral Science
Curriculum on Resident Competencies. Research paper presented at the 26th Annual STFM Conference on Families and Health. March 1-5, 2006. Austin, Texas.
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Challenges
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Program Challenges
• Time
• Integration
• Fragmentation
• Resident Interest
• Resident Wellness
• Milestone Evaluations
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Curriculum Development
• Resources
– AAFP Curricular Guidelines
– Milestone Evaluations
– Resident Feedback
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Curriculum Development
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Behavioral Science Anxiety and Panic Disorders Yearly
Mood disorders Yearly
Bipolar disorder, schizophrenia Cycle
Personality disorders, somatization disorder Cycle
Eating disorders, OCD, Sleep Disorders Cycle
ADHD – child and adult Yearly
Substance Abuse, Addiction , Sleep disorders Cycle
Domestic Abuse, Intimate Partner Abuse Cycle
Teaching the Art of Medicine
• Balint Groups
• Support Groups
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Curricular Integration
• Didactic Curriculum
• Clinical Simulation
• Clinical Encounters
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Curricular Integration
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Didactic Session
Clinical Simulation
Clinical Experience
Support Group
Balint Session
Curriculum Evaluation
• Self-Efficacy Scales
• Milestone Evaluations
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Cumulative Self-Efficacy Scores
0
20
40
60
80
100
Co
nfi
den
ce L
evel
(%
)
Clinical Skills and Professional Development
Baseline 12 Months
13
PGY-3 Self-Efficacy Scores
0
20
40
60
80
100
Co
nfi
den
ce L
evel
(%
)
Clinical Skills and Professional Development
Baseline 12 Months
14
PGY-2 Self-Efficacy Scores
0
20
40
60
80
100
Co
nfi
den
ce L
evel
(%
)
Clinical Skills and Professional Development
Baseline 12 Months
15
PGY-1 Self-Efficacy Scores
0
20
40
60
80
100
Co
nfi
den
ce L
evel
(%
)
Clinical Skills and Professional Development
Baseline 12 Months
16
Cumulative Self-Efficacy Scores
0
20
40
60
80
100
Mood Anxiety Psychotic Personality Addiction Pain PediatricBehavior
PediatricPsych
Co
nfi
den
ce L
evel
(%
)
Disorders
Diagnosis and Management
Baseline 12 Months
17
PGY-3 Self-Efficacy Scores
0
20
40
60
80
100
Mood Anxiety Psychotic Personality Addiction Pain PediatricBehavior
PediatricPsych
Co
nfi
den
ce L
evel
(%
)
Disorders
Diagnosis and Management
Baseline 12 Months
18
PGY-2 Self-Efficacy Scores
0
20
40
60
80
100
Mood Anxiety Psychotic Personality Addiction Pain PediatricBehavior
PediatricPsych
Co
nfi
den
ce L
evel
(%
)
Disorders
Diagnosis and Management
Baseline 12 Months
19
PGY-1 Self-Efficacy Scores
0
20
40
60
80
100
Mood Anxiety Psychotic Personality Addiction Pain PediatricBehavior
PediatricPsych
Co
nfi
den
ce L
evel
(%
)
Disorders
Diagnosis and Management
Baseline 12 Months
20
Lessons Learned…
• Self-Efficacy Results
• Milestone Evaluations
• Significance of Balint Groups
• Impact of a Longitudinal Curriculum
• Future Endeavors
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Questions?
Justin Parker, MD
Southern Illinois University School of Medicine
Decatur Family & Community Medicine Residency Program
jparker@siumed.edu
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Please…
Complete the
session evaluation.
Thank you.
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