Riding the rapids: COVID-19, the three rivers curriculum, and the experiences of the University of Pittsburgh School of Medicine.

When faced with the COVID-19 pandemic this past spring, the University of Pittsburgh's School of Medicine (UPSOM) took rapid steps to ensure the safety of students, staff, and the faculty as well as to maintain the educational process. Curriculum reform efforts, already underway, proved to be an advantage in the transformation. We quickly converted to a remote and then a hybrid curriculum.

Self-Assessment of Teaching Skills Among Psychiatric Residents.

Objective: Psychiatry residency programs have increasingly emphasized the role of resident-as-teacher; however, little is known about resident self-perceptions of teaching skills. This study reports on psychiatry residents' self-perceived skills in teaching medical students and compares cohort ratings with anonymous medical student evaluations of residents as teachers at our large academic residency program.

Methods: In May-June 2016, 84 residents in our program were surveyed using an anonymous, web-based survey, and this data was then compared to 3 years of aggregate data from anonymous student evaluations of resident teaching at our institution.

Training physicians for the real world of medicine: administration-based learning.

Tired of outdated teaching formats like case-based learning (CBL), problem-based learning (PBL) and team-based learning (TBL)? We wanted something fresh for our medical school, something that would prepare our graduates for the modern practice of medicine, something that would satisfy regulatory agencies and our deans. After doing an extensive needs assessment, which we ignored, we decided to replace basic science in our curriculum with something more practical: administration-based learning (ABL). We taught students how to fix fax machines, how to deal with angry team members, and how to maximise revenue in private practice - lessons that were well received and were more consistent with what physicians really need to learn to be effective practitioners.

Inadequate Sleep and Exercise Associated with Burnout and Depression Among Medical Students.

Objective: The authors studied whether low levels of exercise or inadequate sleep correlated with higher levels of burnout and depression in medical students.

Methods: Medical students of all years at the University of Pittsburgh School of Medicine, Pittsburgh, PA, USA, were invited to participate in an anonymous online survey in Fall 2012 and Winter 2013. Validated measures were used to assess exercise, sleep, burnout, and depression.

Web-based psychoeducational intervention for persons with schizophrenia and their supporters: one-year outcomes.

Objective: This study examined the use of a uniquely designed Web site and home computers to deliver online multifamily psychoeducational therapy to persons with schizophrenia and their informal supports (family and friends). Web site usage and outcome benefits are reported.

Methods: Thirty-one persons with schizophrenia or schizoaffective disorder and 24 support persons were randomly assigned to the online intervention (telehealth) or treatment as usual (usual care) condition.

Distal support and community living among individuals diagnosed with schizophrenia and schizoaffective disorder.

Community integration for individuals diagnosed with schizophrenia is essential to successful community tenure. Most of the research and clinical emphasis on the process of integration has been focused on the successes in normative goals (e.g.

Beyond a beautiful mind: film choices for teaching schizophrenia.

For psychiatric educators interested in using film to teach professional and lay audiences about schizophrenia, the 2001 release of A Beautiful Mind has made the process much easier. The movie shows a range of symptoms and complications, and it gives viewers-especially patients and families-hope for recovery. However, many other commercial films depict various aspects of the illness, and the choice of which one to use is determined by the audience, the pedagogical focus, and the time available.