Attitudes towards psychiatry amongst medical and nursing students in Singapore

Samari, Ellaisha; Seow, Esmond; Chua, Boon Yiang; Ong, Hui Lin; Lau, Ying; Mahendran, Rathi; Verma, Swapna; Xie, Huiting; Wang, Jia; Chong, Siow Ann; Subramaniam, Mythily

doi:10.1186/s12909-019-1518-x

Cited by 21 publications

(18 citation statements)

References 51 publications

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“…A further challenge with the PHG relies on stereotypes formation and the development of mental health stigma in young medical students [27][28][29]. Service users, researchers and health professionals have highlighted the deleterious impact of stigma and caricatured portrayal might contribute to erroneous and stigmatizing representations [30,31].…”

Section: Discussionmentioning

confidence: 99%

Prospective Study on a Fast-Track Training in Psychiatry for Medical Students: The Psychiatric Hat Game

Clément

Delage

Chollier

et al. 2020

Preprint

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Background: While medical students are losing interest in lectures in favor of other educational materials, many studies suggest the benefit of active learning, combined with gamified educational tools. The authors developed a psychiatric adaptation of the « Hat Game ». It was hypothesised that this game would increase both knowledge and motivation in medical students toward psychiatric semiology.Methods: This gamified fast-track training consisted of two teams and each team must guess as many psychiatric semiology terms as possible using different techniques (i.e. speech, mime). The study involved a pre- and post-evaluation of knowledge and a satisfaction survey.Results: Knowledge scores were significantly higher after the game than before. Improvement was maintained three months after the game. Satisfaction survey items highlighted that students enjoyed and would recommend this type of gamified training.Conclusions: The Psychiatric Hat Game improved knowledge of psychiatric semiology in medical students. Results suggest that it is a promising efficient tool to teach playfully medical semiology, with transferable features, utility and acceptability from one medical field to another. This study contributes to the growing body of knowledge advocating for serious games and gamified training in medical education.

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Section: Discussionmentioning

confidence: 99%

Prospective Study on a Fast-Track Training in Psychiatry for Medical Students: The Psychiatric Hat Game

Clément

Delage

Chollier

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…A further challenge with the PHG relies on stereotypes and the development of mental health stigma in young medical students [30][31][32]. Service users, researchers and health professionals have highlighted the deleterious impact of stigma and caricatured portrayal might contribute to erroneous and stigmatizing representations [33,34].…”

Section: Discussionmentioning

confidence: 99%

Prospective study on a fast-track training in psychiatry for medical students: the psychiatric hat game

et al. 2020

View full text Add to dashboard Cite

Background While medical students are losing interest in lectures in favor of other educational materials, many studies suggest the benefit of active learning, combined with gamified educational tools. The authors developed a psychiatric adaptation of the « Hat Game ». It was hypothesised that this game would increase both knowledge and motivation in medical students toward psychiatric semiology. The aim of the study was to assess the benefit of a Psychiatric Hat Game session for learning psychiatric symptoms in third-year medical students. Student performance was also evaluated at 3 months. Methods This gamified fast-track training consists of two teams and each team has to guess as many psychiatric semiology terms as possible using different techniques (i.e. speech, mime). The study involved a pre- and post-evaluation of knowledge (Multiple Choice Questions) and a satisfaction survey. Baseline, post-immediate, and three-months scores were compared by using Friedman analysis for paired samples. Comparisons of mean scores at two different times were performed by using Wilcoxon test for paired samples. Results One hundred and sixty-six students were proposed to take part in the study. Among them 129 completed the whole program (response rate = 77.7%). Mean scores measured at the three points in time were significantly different (p < 0.001, N = 129). Knowledge mean scores were significantly higher after the game than before (+ 28.6%, p < 0.001). Improvement was maintained 3 months after the game (+ 18.9%, p < 0.001). Satisfaction survey items highlighted that students enjoyed and would recommend this type of gamified training. Conclusions The Psychiatric Hat Game improved knowledge of psychiatric semiology in medical students. Results suggest that it is a promising and efficient tool to playfully teach medical semiology, with transferable features, utility and acceptability from one medical field to another. This study contributes to the growing body of knowledge advocating for serious games and gamified training in medical education.

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“…Past studies have also reported the repudiation of nursing and medical students to further their careers in psychiatry. The study by Samari, et al [9] reported that 78.2% of nursing and medical students were not interested in specializing in psychiatry and also had unfavorable attitude towards psychiatry.…”

Section: Challenges Of Psychiatric Nursingmentioning

confidence: 99%

“…Of major concern is the low treatment success stories associated with psychiatry, this is because a good number of psychiatric patients fail to recover fully or relapse often. These and many more contribute immensely to the pessimistic view of psychiatry held by the public and health care professionals [9]. Additionally, societal preconceived ideas and misperceptions that exist about psychiatric patients and psychiatric settings contribute greatly to the negative opinions and attitudes held towards them.…”

Section: Factors Influencing Psychiatry As a Career Choicementioning

confidence: 99%

“…Additionally, societal preconceived ideas and misperceptions that exist about psychiatric patients and psychiatric settings contribute greatly to the negative opinions and attitudes held towards them. Often, these patients are considered to be unpredictable, dangerous and unlikeable and such stigmatization occurs globally [9]. The most unfortunate part of this stigmatizing stereotypes is that it extends to the health care professionals attending to them (stigma by association) for instance, psychiatric nurses have been described as less skilled, not dynamic and accorded less respect compared to their peers in other fields [18].…”

Section: Factors Influencing Psychiatry As a Career Choicementioning

confidence: 99%

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2021

BJSTR

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The rising trend in mental illness in Nigeria has led to serious concerns for healthcare providers. Even more worrisome, is the misconceptions surrounding this illness and the healthcare providers particularly nurses managing the condition. Psychiatric nurses are faced with several challenges ranging from shortage of staff to stigma from the society. Other challenges affecting psychiatric nursing is the rebuttal by nursing students to advance their careers in psychiatric nursing. These issues could be curbed if misconceptions surrounding mental illness are corrected in the society, which may in turn influence career choices of nursing students towards psychiatric nursing.

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Attitudes towards psychiatry amongst medical and nursing students in Singapore

Cited by 21 publications

References 51 publications

Prospective Study on a Fast-Track Training in Psychiatry for Medical Students: The Psychiatric Hat Game

Prospective Study on a Fast-Track Training in Psychiatry for Medical Students: The Psychiatric Hat Game

Prospective study on a fast-track training in psychiatry for medical students: the psychiatric hat game

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