We designed a cooperative learning classroom activity to enhance students' ability to understand psychological disorders and distinguish among anxiety, mood, and psychotic disorders. We employed a group interviewing approach with the instructor (or a graduate student) serving as the pseudo-client. Students interacted with a pseudo-client to arrive at a diagnosis. Evaluations of this activity indicated that students learned about various psychological disorders as well as better understood the process of clinical interviewing and diagnosis.
References
1.
CoonarA. S.DooleyM.DanielsM.TaylorR. W. (1991). The use of role-play in teaching medical students obstetrics and gynecology. Medical Teacher, 13, 49–53.
2.
EfronB.TibshiraniR. J. (1993). An introduction to the bootstrap. London: Chapman & Hall.
3.
GillilandK. (1982). Use of drama students as “clients” in teaching abnormal psychology. Teaching of Psychology, 9, 120–121.
4.
GordonI. J.ReganP. F.MartinS. P. (1960). Role-playing as a technique for teaching medical students. Journal of Medical Education, 35, 781–785.
5.
JohnsonD. W.JohnsonR. T. (1991). Learning together and alone: Cooperative, competitive, and individualistic learning (3rd ed.). Englewood Cliffs, NJ: Allyn & Bacon.
6.
LambertM. E.LenthallG. (1988). Using computerized case simulations in undergraduate psychology courses. Teaching of Psychology, 15, 132–135.
7.
LyonsM. J.BradleyC.WhiteJ. (1984). Videotaping and abnormal psychology: Dramatized clinical interviews. Teaching of Psychology, 11, 41–42.
8.
MarrM. B. (1997). Cooperative learning: A brief review. Reading and Writing Quarterly: Overcoming Learning Difficulties, 13, 7–20.
9.
SlavinR. E. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice Hall.
