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Teaching medical students a difficult subject – child abuse

Published online by Cambridge University Press:  02 January 2018

Eileen Vizard
Eileen Vizard*
Affiliation:
The London Hospital, London E1
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As a specialist in child abuse for the past five years, I have been presented with various technical difficulties in trying to convey important, but often emotive, material to medical students and, for that matter, to groups of professional colleagues from other disciplines. It is hoped that the following reflections may be useful to colleagues who teach medical students about child abuse.

Type
Articles
Information
Bulletin of the Royal College of Psychiatrists , Volume 12 , Issue 7 , July 1988 , pp. 267 - 270
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution (CC-BY) license (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
Copyright © Royal College of Psychiatrists, 1988

References

1 Aveline, M. & Price, J. (1986) The Nottingham experiental day in psychotherapy: A new approach to teaching psychotherapy to medical students. British Journal of Psychiatry, 148, 670–675.CrossRefGoogle Scholar
2 Wilson, J. (1987) Notes on the dynamics of medical student teaching and implications for future medical practice. Bulletin of the Royal College of Psychiatrists, 11, 194–195.Google Scholar
3 Berger, N. M. (Ed.) (1978) Video Techniques in Psychiatric Training and Treatment. 2nd edition. New York: Brunner/Mazel.Google Scholar
4 Maguire, G. P. Teaching psychotherapeutic interviewing to trainees in peripheral hospitals. Talk given at the Spring Quarterly Meeting of the Royal College of Psychiatrists, Manchester, 15–16 April 1987.Google Scholar
5 Alger, I. (1978) Freeze framed video in psychotherapy. In Video Techniques in Psychiatric Training and Treatment (ed. Berger, N. M.). 2nd edition. New York: Brunner/Mazel.Google Scholar
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