Lóyzaga MC

Language: English
References: 13
Page: 139-140
PDF size: 323.71 Kb.

Text Extraction

The syllabus for training psychiatrists in the 21st century has changed radically in recent decades. Although advances in neurosciences using various techniques to address the etiology and physiopathology of mental disorders have provided objective information to locate them in their corresponding place in medical pathology, certain essential elements of medicine have been lost, such as a broad clinical interview and a detailed semiology, both of which are essential to arriving at a correct diagnosis and providing an accurate therapeutic approach. On the subject of loss, there is an increasing disincorporation from study programs in the specialty from disciplines such as philosophy, sociology, and anthropology, which nourishes psychiatry and give it a crucial multidisciplinary quality to understand the person suffering a mental disorder.
This assessment of the gains and losses in psychiatry suggests there has been a decline in the training of specialists in this area, which has obviously had an impact on the understanding of problems affecting humans’ emotions, thoughts, and behavior. A special element for the analysis of these lost aspects is psychopathology, a key tool in psychiatry, which consists of the “systematic study of abnormal cognitive, affective, and behavioral experience” (Jaspers, 1996). Using this tool requires teaching theoretical aspects, and developing this skill requires empathy, clinical acuity and a detailed complete observation of the information patients provide in their speech and behavior. Psychopathology is the fundamental instrument used by clinicians to catch the patient’s subjective experience in formulating narrative and diagnostic hypotheses (Capponi, 1988; Sims, 1995).

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