Note: due to copyright issues, I’m not posting the video prototype on my blog.
Here are a few screens of the prototypes:
So for my 6th or 7th prototype (I can’t remember which iteration number), I am proposing to do a classroom activity in which students in small groups of four each watch a video highlighting one perspective of a complex case study. After watching their respective videos, students have to report back about the patient and experience of the video.
After all of the students report back to each other, they are told that the patient in their videos is the same person. They are asked to reflect on that experience.
For this prototype, I made a two animatics of two perspectives of the same case study. The case study was taken from Bruce Perry’s book The Boy Who Was Raised as a Dog. The study is about a boy who brutally rapes and murders two girls and the psychiatrists attempts to figure out what happened. Themes touched on are misdiagnosis, severe neglect, and trauma. One video perspective is that of the psychiatrist who is interviewing the boy. The other perspective is of the psychiatrist interviewing the mother and getting the boy’s history.
I tested with two second year med students (Safi and Rachel) from NYU who are currently in their psych rotation.
Here are a few snippets from our conversation:
-loved the cartoon format because it was a refreshing change from the typical heavy text or inauthentic films
-they were surprised to hear that it was the same person, but felt like it made sense
-Rachel felt very invested in communicating the story correctly and getting all the details
-Rachel also discussed fault and blame, whether it was the mother’s problem, the doctor’s misdiagnosis problem, or the child’s fault
-Safi felt like it made it easier to understand cause and effect, especially at the moment when you see the patient in prison or in the psych unit. He mentioned that there’s not a clearly explained train of events in psychosis, so it’s hard to imagine context most of the time
– They both appreciated the adjustable and easily digestible format
-Rachel said psych interviews are so important so that you can see the roots
-“more emotional the better”
Interesting issues with the Psych curriculum @NYU:
-no examples or case studies, no context
– NYU focuses on really rare, research oriented diseases
-“feels like a dead end when you interview 40,50,and 60 year olds who have only been treated with prescription drugs”
– “we are so detached from the content we are learning because we’ll see like 100 slides of deformed fetuses and babies without eyes… and then you go have lunch.”
Cat Schmitz 