The Educational Impact of Exposure to Clinical Psychiatry Early in an Undergraduate Medical Curriculum

Brown, Menna; Barnes, J. M.; Silver, Katie; Williams, Natalie; Newton, Philip M.

doi:10.1007/s40596-015-0358-1

Cited by 12 publications

(7 citation statements)

References 19 publications

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“…Our findings, including recommending an 8 week placement of exposure to psychiatry at medical school has been supported by a recent Canadian study [ 22 ], which found that the duration of pre-clerkship exposure to psychiatry predicted the number of students selecting psychiatry as their first choice of discipline [ 22 ]. Respondents in our study also suggested that psychiatry should be introduced earlier in the medical school curriculum to mitigate against negative attitudes developing; this is supported by Brown et al who concluded that earlier exposure promotes awareness and understanding of psychiatry amongst medical students [ 23 ]. Linking with the suggestion given by several of our participants the Royal College of Psychiatrists has expressed the aim to develop UK-wide medical student psychotherapy schemes by 2017 [ 24 , 25 ] and to introduce Balint groups for all medical students, starting ideally at the time of their first contact with patients.…”

Section: Discussionsupporting

confidence: 68%

Why did you choose psychiatry? a qualitative study of psychiatry trainees investigating the impact of psychiatry teaching at medical school on career choice

et al. 2017

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BackgroundThere is no consensus regarding the optimal content of the undergraduate psychiatry curriculum as well as factors contributing to young doctors choosing a career in psychiatry. Our aim was to explore factors which had influenced psychiatry trainees’ attitudes towards mental health and career choice.MethodQualitative in-depth interviews with 21 purposively sampled London psychiatry trainees analysed using the Framework method.ResultsEarly exposure and sufficient time in undergraduate psychiatry placements were important in influencing psychiatry as a career choice and positive role models were often very influential. Integration of psychiatry with teaching about physical health was viewed positively, although concerns were raised about the potential dilution of psychiatry teaching. Foundation posts in psychiatry were very valuable in positively impacting career choice. Other suggestions included raising awareness at secondary school level, challenging negative attitudes amongst all medical educators, and promoting integration within medical specialties.ConclusionsImprovements in teaching psychiatry could improve medical attitudes and promote recruitment into psychiatry.Electronic supplementary materialThe online version of this article (doi:10.1186/s12888-017-1445-5) contains supplementary material, which is available to authorized users.

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Section: Discussionsupporting

confidence: 68%

Why did you choose psychiatry? a qualitative study of psychiatry trainees investigating the impact of psychiatry teaching at medical school on career choice

et al. 2017

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“…Also, students now considered it to be as important as any other field of medicine, and some were even considering it as an option for postgraduation. A similar finding was reported in a qualitative study by Brown et al 26 Likewise, positive changes in attitudes toward psychiatry as a subject were also reported by Tharyan et al, who explored the impact of their clinical teaching program in psychiatry on student knowledge, attitudes, and clinical skills in psychiatry. 11 Many students perceived that the posting helped dispel misconceptions of fear and the “horrible” experience of having to “deal” with patients with psychiatric illness.…”

Section: Discussionsupporting

confidence: 84%

“…These findings are in line with those of a previous study that reported positive changes to students' preconceived notions of psychiatric patients as a result of clinical exposure. 26 Students reported an increase in their knowledge of psychiatric illness-etiology, classification, and management-similar to findings in an earlier study. 15 Students also perceived that the posting helped them hone their skills as doctors in training, enhancing their self-confidence and professional growth.…”

Section: Perceived Impact Of the Postingsupporting

confidence: 82%

Facilitators and Barriers to Student Learning and Impact of an Undergraduate Clinical Posting in Psychiatry: A Thematic Analysis

Salazar

Chari

Sharma

et al. 2021

Indian Journal of Psychological Medicine

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Background: There is an absence of information on empirical evaluation of undergraduate psychiatry training programs in India. We aimed to evaluate a clinical posting in psychiatry for undergraduate medical students. Methods: We employed levels one and two of Kirkpatrick’s four-level program evaluation model. The qualitative study used written feedback that was collected using a semistructured questionnaire. For quantitative metrics, we used end-of-posting assessment scores and frequencies of standard comments provided by examiners on case-based discussions with students to evaluate their clinical skills. Results: We obtained written feedback from 40 female and 19 male fifth-semester students. We identified facilitators (patient interaction, outpatient department observation and teaching, demonstration of signs, case presentation and discussion, evening posting, observation of clinical work, use of anecdotes while teaching, and lectures by senior faculty) and barriers (organizational issues related to evening posting and disinterest in didactic teaching) to the students learning psychiatry, and the perceived impact of the posting for the students (changed attitudes, knowledge, self-efficacy, and skills acquired). The mean total score on case-based discussion, assigned to 22 groups of students, was 3.86 out of 5. Conclusion: We described the impact of the posting and identified unique facilitators and barriers to students’ learning in psychiatry. These findings will inform the choice of teaching-learning methods in the context of the new Competency-Based undergraduate Medical Education (CBME) curriculum.

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“…Some participants thought this caused medical graduates to lose touch with basic sciences. Experiencing the clinical environment in the early years and adding basic courses into the internship period were appreciated by some experts 45,46 …”

Section: Discussionmentioning

confidence: 99%

Communication barriers between basic scientists and clinicians in regenerative medicine: A qualitative study from Iran

Bidkhori

Bahrami

Mehrzad

et al. 2020

Evaluation Clinical Practice

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Rationale, aims, and objectives Cell‐based therapeutics are among the latest advances in health care technologies. The rapid evolution of stem cell science in Iran has necessitated the application of scientific achievements in clinical settings. However, various issues hindered their translation, in particular, impediments in the interactions of basic stem cell scientists and clinicians. We highlighted the impediments in the interactions of stem cell scientists and physicians involved in the opinion of professionals from both groups. Method This qualitative research was conducted with thematic analysis, performed by purposive sampling. Thirty‐two distinguished stem cell scientists and clinicians were interviewed to identify their perspectives on this matter. MAXQDA 2018 was used to classify the axial codes based on factors related to communications inefficiencies. The analysis of coded data recognized 18 subthemes and six major themes. Results Central themes include different registers of the two parties, counterproductive clusters hampered networking, external communication barriers, the competition to access resources, leadership conflicts, and the dissatisfaction of stakeholders with their share. Conclusions Most of the impediments were seemingly global, for example, the incoherent medical and basic science educational systems, the vulnerable career path of physician‐scientists, and an increasing tendency towards overspecialization. However, some local specific issues were also described, for example, limited funding opportunities and the negative impacts of the division of medical education from the ministry of science, research, and technology in Iran. Proposed interventions include the reinforcement of physician‐scientist programs, designing a distributed leadership model, and bringing back the scientific integrity to higher education in Iran.

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The Educational Impact of Exposure to Clinical Psychiatry Early in an Undergraduate Medical Curriculum

Abstract: Early exposure to clinical psychiatry through LOCS gives students positive experiences, which improve understanding and awareness of psychiatry. They do not, however, affect stated career intentions for psychiatry as a profession.

Cited by 12 publications

References 19 publications

Why did you choose psychiatry? a qualitative study of psychiatry trainees investigating the impact of psychiatry teaching at medical school on career choice

Why did you choose psychiatry? a qualitative study of psychiatry trainees investigating the impact of psychiatry teaching at medical school on career choice

Facilitators and Barriers to Student Learning and Impact of an Undergraduate Clinical Posting in Psychiatry: A Thematic Analysis

Communication barriers between basic scientists and clinicians in regenerative medicine: A qualitative study from Iran

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