Análisis
Published on 26 de mayo de 2026 | http://doi.org/10.5867/medwave.2026.04.3174
Why is it essential to teach clinical interviewing in psychiatric training? Proposal for a course implemented at the Universidad de Valparaíso
Greeting, informed consent, general information Ask an open-ended question and allow for free speech (5 to 10 minutes) Then, complete the history of the current illness (15 to 20 minutes) Ask about relevant history, flexibly following a thematic script (10 minutes): substance use, suicidal ideation, personal medical history (including treatments and adverse drug reactions), family psychiatric history, and other factors relevant to the reason for the visit Conduct a targeted assessment of the patient’s cognitive function if necessary Announce the end of the interview 5 to 10 minutes in advance Is there any important topic that hasn’t been addressed? Of everything we’ve discussed today, what is the most relevant—what do you really need help with? Thank the patient for their participation | ||
Manages the time allotted for the interview and uses a recording tool Asks open-ended, closed-ended, and directive questions as needed Does not prompt responses Uses techniques to encourage the patient to tell their story, helps them organize their account, and facilitates recall Makes transitions smoothly and at the appropriate time | ||
Maintains a supportive attitude characterized by empathetic curiosity and a “non-judgmental” approach Addresses potentially threatening issues assertively Handles complex situations by obtaining a history to the extent possible, such as with a crying patient, a reticent patient, a patient who talks too much, a hostile patient, a seductive patient, a malingering patient, a delusional patient, a disorganized patient, and others. | ||
Identifies specific psychopathological phenomena and investigates them (immediately or later) to confirm or rule them out, assessing the presence of associated phenomena Formulates a syndromic diagnostic hypothesis within the first few minutes Implements a strategy to confirm or rule out that hypothesis Includes possible differential diagnoses or comorbidities | ||
Remains calm during the interview Manages the interview appropriately Recognizes the patient’s cognitive-emotional reactions toward the interviewer Distinguishes between cognitive-emotional transference reactions and those related to what is actually happening in the interview Recognizes his own cognitive-emotional reactions to the patient Distinguishes countertransference cognitive-emotional reactions from those related to what is actually happening in the interview Manages these reactions in a way that facilitates (or at least does not hinder) the interview | ||
Source: Prepared by the authors of this study.