Talley, Brenda J. MDSchool of Medicine |
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Brenda J. Talley, M.D. is an Associate Professor of Psychiatry at the University of Texas Health Science Center at San Antonio. Dr. Talley completed her medical school, psychiatry residency, and child and adolescent psychiatry fellowship at the University of Texas of Health Science Center. Dr. Talley is board certified in General Psychiatry, Psychosomatic Medicine, as well as Child and Adolescent Psychiatry. She was selected for the Mary Avis Weir Endowed Chair and Mary Avis Weir Lectureship endowment in Psychiatry in 2010. Dr. Talley serves as the Director of Undergraduate Medical Education in Psychiatry. She is actively involved in the training of the next-generation of physicians, including psychiatrists, through her teaching and supervision of medical students and psychiatry residents. In addition, Dr. Talley was the Course Director for Psychopathology which was part of the curriculum for second year medical students. The curriculum included a web-based program created by Dr. Talley to develop psychiatric interviewing skills. The medical school transitioned recently to a new, integrated curriculum. Part of the transition included the integration of Psychopathology, Neurology, and Neuroanatomy into one consolidated second year medical school course called Mind, Brain, Behavior. Dr. Talley is one of the Course Co-Directors. The course includes various innovative educational methods including team-based learning, small group interviews with actual and standardized patients, audience response systems, and use of ?WIKI?-a computer based student/faculty interactive program utilized in the classroom. In addition, Dr. Talley is the Clerkship Director for third year medical students. This curriculum provides core clinical experience for all medical students at UTHSCSA. She served as the Program Director of the Adult Psychiatry Residency from 2010-2012, before she became Director of Undergraduate Medical Education in Psychiatry. Furthermore, Dr. Talley developed, implemented, and became Program Director of the Psychosomatic Medicine Fellowship Program which received ACGME approval in November 2008. She was also a member of the Clinical Education Reform Task Force, a committee selected by the School of Medicine Dean to analyze and implement changes for the Medical School Curriculum. She engaged in an active role in serving on other School of Medicine committees that restructured and launched the CIRCLE curriculum-a new, integrated medical curriculum that was introduced in 2013. She continues to serve in the medical school education curriculum development, implementation, and evaluation process. She is a member of several professional organizations both locally and nationally. She chairs the Adjunct Faculty Review Committee in the Department of Psychiatry and is a member of the UTHSCSA Medical School Curriculum Committee, Medical School Curriculum Evaluation Subcommittee, as well as the Clerkship Directors Committee. Dr. Talley is a member of the Committee for the Advancement of Women and Minorities at UTHSCSA. Nationally, she is a fellow in the American Psychiatric Association. Dr. Talley is a member of the Association for Directors of Medical Student Education in Psychiatry and the Association for Academic Psychiatry. She has received several educational awards that recognize her dedication to medical students and psychiatry residents. In 2007 she received the Barbara Sanford Memorial Award for Teaching and Excellence in Medical Education. Dr. Talley was chosen for the Outstanding Faculty Award at UTHSCSA in 2009. In 2010 she was recognized by the UT system by receiving the Distinguished Teaching Professor Award. In addition, Dr. Talley developed an out-patient psycho-oncology clinic in collaboration with the Cancer Treatment and Research Center (CTRC) where she provided comprehensive psychiatric services. She is active state-wide with a grant project where she works in association with other medical school clerkship directors in adding team-based learning activities to the clerkship curriculum, with focus on the transition of the students from DSM IV to DSM5 (American Psychiatric Association diagnostic and statistical manual of mental disorders). She is active nationally, where she chairs the ADMSEP (Association of Directors in Medical Student Education in Psychiatry) Awards Committee and is a member of the Clerkship Objectives Committee. |
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| 9/2011 - Present | Associate Professor and Associate Professor of Medicine | UTHSCSA, San Antonio, TX |
| Year | Degree | Discipline | Institution |
| 1989 | Residency | General Psychiatry | UTHSCSA San Antonio , TX |
| 1988 | Postdoctoral Fellowship | Child and Adolescent Psychiatry (Chief Child Fellow) | UTHSCSA San Antonio , TX |
| 1984 | MD | Medicine | UTHSCSA San Antonio , TX |
| 1977 | BS | Biology (Attended on academic scholarship) | Northwestern State University Natchitoches , LA |
Child and Adolescent Psychiatry- Board certified in this subspecialty of Psychiatry. Have worked as a consultant to the oncology children`s unit for several years, provided psychiatric consultation to alternative public schools at both the junior high and high school level, provided psychiatric expertise to clinics in disadvantaged regions of San Antonio, provided hospital consultation expertise in children with medical illness, burns, and consequences of abuse. |
Education and Clinical Director roles- Served as Psychopathology Course Director-administration of second year medical student course of 230 students for 7 years (afterwards integrated into Mind, Brain, Behavior module); served as Director of the UH/VAH Psychiatric Consultation-Liaison Service where 3 faculty and 5 residents/medical students provided services for 100-120 patient consults per month; Adult Psychiatry Residency Training Director where I lead a program of 60 residents that was increased in complexity by the presence of both civilian and military residents; Psychiatry Clerkship Director where I manage all third year medical students (230 students) that rotate on psychiatric services; Module Co-Director of Mind, Brain, Behavior where I co-direct an integrated second year medical student course (230 students) consisting of psychiatry, neurology, and neuroanatomy integrated into one course; Chairperson of Adjunct Faculty Committee where I oversee a committee of five faculty members to process appointments and re-appointments of over 100 faculty per year. |
Education-Team-Based Learning ( TBL)- I have utilized this active teaching method ( team-based learning) in several ways. Attended a workshop on this method and visited UTMB to see how it was incorporated into their program. I then added several modules of TBL to the third year medical student psychiatry clerkship curriculum. I then became involved in a multi-university project where the clerkship directors from UTMB, UT Houston, UT Southwestern at Dallas, UT Southwestern at Austin, and UTHSCSA collaborated to develop a common TBL curriculum for all the UT training sites. We incorporated the DSM5 (Diagnostic and Statistical Manuel fifth edition-the universal diagnostic manual used by all psychiatrists) changes into each module. We then had each site prepare several modules. They were peer-reviewed and modified accordingly. We then implemented the modules across our sites. We collected evaluations on the method-value of team?s survey, facilitator evaluation, classroom engagement survey. We were invited plenary speakers at the Association of Directors of Medical Student Education in Psychiatry (ADMSEP). We are in the process of having our project and experiences published in Academic Psychiatry. We also are doing several workshops (statewide and national) regarding this topic and collaboration educational project. |
Medical Student Psychiatry Curriculum- - I was Director of the Psychopathology Course, required course on psychiatry for second year students). During that time I developed an interactive Blackboard (?) method of teaching interviewing and the mental status exam. This method was presented nationally at a national meeting-Academy of Academic Psychiatry (AAP). I also redesigned and implemented small group experiences for all students. Faculty were leaders for small groups (six) that met throughout the course where they interviewed/discussed actual psychiatric patients. With the new CIRCLE curriculum at UTHSCSA, I collaborated with Neurology and Neuroanatomy to create Mind, Brain, Behavior-an integrated educational course for these three disciplines. I developed/modified and implemented standardized patient scripts for interviewing clinical skills lab experiences for all the second year medical students. I have been part of a School of Medicine committee that has developed and implemented longitudinal curriculum for all third year medical students. Discipline Coordinator for Psychiatry where representatives from each discipline meet regularly to ensure integration of their discipline into all 4 years of the medical undergraduate curriculum. |
Psychosomatic Medicine/Consultation-Liaison Psych- Focusing on patients with organ transplantation, oncological, and neurological conditions. Also provided consultation in patients with medical and surgical issues that were experiencing psychiatric issues. Often medical/surgical issues complicated the issues faced. Provided expertise to these services. Also taught physicians, nurses, and social workers in specific workshops/seminars and invited speaker to medical functions to share knowledge and experience in specific areas (organ transplantation, death and dying, etc). |
Service to Profession and Education- I have served at a number of levels including national, to create and encourage a standard of excellence in the medical profession, especially in Psychiatry. I have served within my department on committees (both undergraduate and graduate) that set standards and monitored educational and clinical standards in Psychiatry. Within the school of medicine I have served on the GMEC (graduate medical education committee), Curriculum Committee, and school of Medicine evaluation subcommittees- Evaluation Subcommittee of the Curriculum Committee ( undergraduate) and Graduate Quality and improvement subcommittee (?). At a School of Medicine level, I served on the Education Task Force and chaired the ED-35 / ED-37 Subcommittee. I was appointed to these committees where a subgroup of faculty examined and addressed a LCME Probationary status of the UTHSCSA School of Medicine. Subsequently, an action plan was implemented: probationary status of the school was removed in 9/2014. At the national level, I have served in the Association of Directors of Medical Student Education in Psychiatry (ADMSEP)- the Chair of the Awards Committee where we review applicants for innovation, scholarly, and educational accomplishment throughout the country. I also served on a national committee where we discussed, created and implemented a national standard on expected clinical skills and common educational objectives for third year medical students training in Psychiatry. |
Student Mental Health- provided services, supervision, and teaching to psychiatry residents involved in student mental health services. This included Texas State University, UTSA, St. Mary`s Law School, and mental health services at UTHSCSA (various health schools). |
| Date | Description | Institution | # Students |
| 7/2014 - Present | School of Medicine Clerkship Longitudinal Curriculum | 230 students | |
| Part of Committee that developed and implemented a third year medical student Longitudinal Curriculum. This consists of monthly afternoon meetings of all medical students from all the third year clerkships. Each member has prepared and delivers a topic specific module applicable across all specialties. We also all act as facilitators for the monthly small group experiences that involve active learning techniques with the students. | |||
| 7/2013 - Present | Mind, Brain & Behavior | The University of Texas Health Science Center | 230 students |
| Co-Course Director - This second year medical student course began in 2013 and runs daily for nine weeks. (Preparation for this new course began at least one year before the scheduled beginning date). It is a re-occurring yearly class for all second year medical students. The medical school transitioned to a new, integrated curriculum (CIRCLE) in 2012. Part of the changes included the integration of Psychopathology, Neurology, and Neuroanatomy into one consolidated required second year medical school course( module) called Mind, Brain, Behavior. Dr. Talley is one of the Co-Directors. The course includes various innovative educational methods including team-based learning, small group interviews with actual and standardized patients, audience response systems, and use of WIKI-a computer based student/faculty interactive program utilized in the classroom. In addition to this undertaking, the actual psychopathology curriculum had to be modified to reflect the recent release of the DSM5 (Diagnostic and Statistical Manual-universal book/manual of Mental Disorders)Additional responsibilities of the module include developing, writing and evaluation of all test items administered to the students. I also developed enrichment educational tools for students-Psychopharmacology flashcards, Psychopathology vocabulary Password games, on-line educational; module regarding Sleep Disorders (SoftChalk activity) Student Contact Hours: nine week daily course for 230 students. | |||
| 7/2013 - Present | Clinical Skills | The University of Texas Health Science Center | 230 students |
| The Clinical Skills course for second year medical students includes a Psychiatric/Psychopathology section where students meet with faculty and patients/standardized patients for five weeks, twice per week. Dr. Talley developed/modified and implemented several scripts and helped in the training of standardized patients used in the Clinical Skills Center and in the Clinical Skills Course directed by Dr. Kevin Schindler. As part of the Mind, Brain, Behavior module all students go through the Clinical skills Lab where they interview patients suffering with psychiatric issues/disorders. We utilize standardized patients representing various conditions. I developed and prepared these "patients" for interactions with the students. This included meeting with the standardized "patients" and giving them feedback on their script presentations. I also administrated this part of the course by recruiting faculty (30) and both actual patients and standardized patients that would be part of the small group experience--interviewing skills, mental status exam skills, and overall discussion of symptoms, disorder, and treatment of patient being interviewed. | |||
| 1/2013 - Present | Behavioral Medicine | The University of Texas Health Science Center | 30 students |
| Co-Course Director - Course Co-Director for Physician Assistant Program in the School of Allied Sciences. The Co-Director from the Physician Assistants Program and I discussed, selected, and structured the content of the Behavioral Medicine Course. this course is a weekly course that runs for 21 weeks. There is approximately 42 hours of student contact in the course. I teach basic interviewing skills as well as the mental status exam. I teach and review the classification system within Psychiatry. I teach the mood and anxiety disorders and the psychotic spectrum disorders. I also introduced to the course the active learning method of "team-based learning." I teach most of my topics using team-based learning. I developed the exams (individual and group readiness assessment tests). I also taught the Physician Assistant Co-Director of the course these techniques with the plan to fully implement it throughout the PA program in the future. We worked together throughout the course on relevant behavioral medicine topics and methods of evaluation of the student`s knowledge. | |||
| 7/2012 - Present | Special Topic | The University of Texas Health Science Center | 30 students |
| Course Director - Director of the Senior (Fourth Year) Selective/Elective Curriculum. Assist in development of the curriculum of the Psychiatry Fourth Year Medical Student selective/elective curriculum and sites. Experiences include in-patient psychiatry, out-patient psychiatry, consultation-liaison psychiatry, child and adolescent psychiatry, geriatric psychiatry, and special topics in psychiatry. I also direct and manage the various electives. Supervisor to Fourth Year Medical Students (MS 4s) electing to do a four week rotation in psychiatry | |||
| 7/2012 - Present | Psychiatry Clerkship | The University of Texas Health Science Center | 30 students |
| Course Director - Third year medical student required clinical rotation ( 230 students). Manage and develop the psychiatry clerkship and the clerkship curriculum. Supervise and present clinical and didactic training activities for all third year medical students (MS 3s) rotating through the required Psychiatry rotation. Restructured the curriculum to introduce TBL (team-based learning) that includes the topics of Cognitive Disorders, Thought Disorders, Mood and Anxiety Disorders, and Emergency Psychiatry. I teamed up with other clerkship directors from Texas medical schools (UTMB Galveston, UTMB Austin, UT Southwestern, UT Houston) to develop a common curriculum (incorporating DSM5-Diagnostic and Statistical Manual-universal manual/book for mental disorders) for all the psychiatry clerkship programs at these school utilizing team-based learning. Additionally, I participate in frequent meetings and retreats with the other School of Medicine Clerkship Directors as we develop uniform evaluation tools, a standardized grading system, and consistent clerkship policies. The psychiatry clerkship also uses OSCEs (Objective Structured Clinical Examination) for the students in which I participate, evaluate, and administrate this experience (occurs every 12 weeks) In year 2013, I was involved with committee that has prepared a longitudinal curriculum for all medical students that runs throughout the third year. I have also developed topics/modules for this curriculum. It was implemented in 7/2014. | |||
| 8/2011 - Present | Supervising and Teaching Medical Students | UTHSCSA | 15 students |
| Teach a seminar to first year psychiatry residents in techniques and principles of supervising and educating third and fourth year medical students. | |||
| 4/2000 - Present | Individual Instruction | UTHSCSA | |
Abstract |
| Talley Brenda; Levine, Ruth; Carchedi, Lisa;Pershern, Lindsey; Schatte, Dawnelle;Trello-Rishel, Kathlene. Creating a TBL Curriculum for DSM-5 Across the State of Texas Abstract; 2014 Jul. (ADMSEP ( Association for the Directors of Medical Student Educ in Psychiatry Annual National meeting). |
Journal Article |
| Ruth Levine, Lisa Carchedi, Dawnelle Schatte, Brenda Talley, Lindsey Pershern, Kathy Trello-Rishel, Dwight Wolf, Alison Ownby and Petty Hsieh. The UT System DSM-5 TBL Curriculum: A Common Curriculum for a Common Challenge Academic Psychiatry. |
| Johnston NJ, Schilllerstrom JE, Nelson EL, Talley BJ, Ferguson DM. "Am I going to be Okay?": An analysis of forty-five consecutive medical student responses to a standardized patient with ovarian cancer" Academic Psychiatry 2015 Jan;. |
| Roman BJ, Schatte D, Blazek M, Brand M, Brouette T, Carlson D, Frank J, Lewis C, Ramchandani D, Smith MK, Talley BJ Talley BJ. "The ADMSEP Milestones Project" Academic Psychiatry 2015 Jan;. |
Other |
| Talley BJ. Letters to a Third Year in the Class of 2014-- http://som.uthscsa.edu/StudentAffairs/letters.asp UTHSCSA publications-compiled vol of letters from 3rd/4th yr students for in-coming preclinical stud 2014 Jul;. |
State |
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| Funding Agency | UT Academy of Health Science Education Small Grants Program |
| Title | UT System Common Curriculum for the Psychiatry Medical Student Clerkship using Team-Based Learning (TBL) to address the DSM-5 |
| Status | Active |
| Period | 3/2013 - Present |
| Role | Co-Investigator |
| Grant Detail | Creating a common Team Based Learning (TBL) Curriculum for all UT Psychiatry clerkships. University of Texas Medical Branch faculty will train faculty on TBL instruction and module development at other UT System medical schools. The will help clerkship directors achieve the LCME expectation of standardizing the learning experience of students across different training sights. Additionally, this will promote active learning and independent study among medical students. |