Role of Psychologists in Academic Medicine

With an interdisciplinary approach to understanding human psychosocial development and behavior, psychologists in academic medical settings have much to offer in the areas of administration, research, teaching, and service, including in the realm of organizational systems and behavior within medical schools. In these ways, psychologists can play a large role in the fulfillment of the mission of academic medicine and enhance psychology’s stature in the medical school organization. Two case studies are presented that exemplify the varied roles and responsibilities of psychologists in a medical school. To be successful within medical schools, the following generalizable principles are offered: (1) “add value” to the medical school by demonstrating the diverse and relatively unique abilities of psychologists; (2) be flexible and adaptive to the different requirements of medical academic settings; (3) make a concerted effort to work well with medical students, residents, and physicians who may not be well-versed in certain aspects such as rigorous research methodology and statistics; and (4) find a “good match” between one’s strengths, the needs of the medical setting, and the attributes of the M.D. leader. With such an approach, remarkable accomplishments can be made.     

A computer-based test battery for the assessment of static and dynamic spatial reasoning abilities

A battery of 10 computerized tests of spatial ability is described. It includes 5 tests that require reasoning about static spatial displays and 5 tests that require reasoning about dynamically displayed spatial information. An integrated software package for task presentation and data analysis is described, along with a summary of results from a validation study comparing performance on the computer-based tests with performance on standardized paper-and-pencil tests of spatial abilities. Finally, research applications of the current battery are discussed.     

The role of religious values in coping with cancer

The relationship between transcendent meaning attribution, religious orientation, and psychological well-being was studied in cancer and noncancer patients to test the hypotheses that intrinsic religious values and life meaning enhance coping and well-being during the course of the life-threatening illness. Subjects were 44 patients receiving medical treatment for cancer and noncancer medical conditions. In the cancer group, higher levels of attributed life meaning were positively linked with intrinsic religious orientation, and associated with lower levels of despiar, anger-hostility, and social isolation. Cancer patients scored higher than noncancer patients on depersonalization, suggesting the presence of psychic numbing in response to their illness. Noncancer group results were characterized by positive correlations between the two groups in coping styles and salience of life meaning attribution. A rationale for the observed differences in coping styles between the two groups is presented, highlighting perceived life threat as a key differentiating variable.     

Assessment of role-play generalization across qualitatively different situations

Role-play generalization of newly acquired assertive behavior was assessed across different response situations in a clinical outpatient sample. Prior to assertive training, subjects completed two paper-and-pencil inventories and a series of role-play situations. Behavioral role-play scenes included four response forms: making requests, expressing affection, standing up for rights, and expressing displeasure. Subjects were randomly assigned to treatment or test-retest conditions and the treatment subjects received six 2-hr sessions of assertion training using modeling, behavior rehearsal, instruction, positive reinforcement, assignedin vivo homework, bibliotherapy, and daily recordings of assertive behavior. Posttreatment, subjects completed the paper-and-pencil measures, trained role-play scenes, and a set of dissimilar untrained scenes requiring different response forms (giving compliments, receiving compliments; refusing unreasonable requests and expressing justified anger). Videotapes were rated blindly and in random order at the conclusion of the study by trained judges. Treatment and test-retest subjects were equivalent prior to training. Posttreatment for the two groups differed in self-report, role-play behavior in trained situations, and role-play behavior in untrained dissimilar situations (allp<.001). MANOVA with repeated measures confirmed that trained and generalization role-play scenes were quantitatively, as well as qualitatively, different, confirmed that treatment and test-retest subjects exhibited different performance levels posttreatment on both trained and generalization scenes, and revealed four significant interactions (allp<.001). Implications of the interactions are discussed. Canonical correlation revealed that subjects displayed significant commonality in their behavioral profiles across different response forms. The findings indicate that complex training resulted in generalization from trained situations to untrained and dissimilar generalization scenes for the clinical outpatient sample.