The role of trainees as clinical teachers of medical students in psychiatry

Hickie, Catherine; Nash, Louise; Kelly, Brian

doi:10.1177/1039856213496856

Cited by 14 publications

(15 citation statements)

References 17 publications

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“…The teaching of specific areas of psychiatry, such as child and adolescent psychiatry 25 , competent psychopharmacology 26 , community psychiatry 27 or substance abuse 8 may need a more detailed analysis. We are particularly interested in the potential role of trainees as clinical teachers of medical students in psychiatry 28 ; and are also supportive of the need to try to homogenize the core curricula across medical schools 23 . Finally, we are also convinced, as our teachers McHugh and Slavney 29 , that teaching psychiatry may provide notable pleasure and lasting satisfaction 30 .…”

Section: Discussionmentioning

confidence: 99%

Innovative methods in teaching psychiatry to medical students

et al. 2015

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Background and Objectives: To test the conjecture that the innovative method to teach psychosomatic psychiatry previously reported will be confirmed as beneficial in the training of medical students in the field of general psychiatry. Methods: The emphasis in this course is placed on the discussion of clinical cases, bedside clinical teaching, and a research-oriented part. The "Innovative Teaching Plan" (ITP) is intended to train student-leaders to guide small groups (SG) of students. The results of an intensive clerkship on bedside teaching are also studied. Trainee performance was assessed by the marks in the final examination, and a reliable and valid tool, the Medical Tea ching Quality Questionnaire (MTQQ) was used to document trainee satisfaction. The results of five academic courses are presented in this report. Results: External experts consulted assured that the content of the course was adequate. Eight hundred and thirty eight medical students have completed the learning course in the study period, and 418 (one of the two groups) completed the evaluation with the MTQQ. Most items related to the students' satisfaction were rated "high" or "very high", including the items asking about the usefulness of the course for physicians, the quality of the teaching methods and the bedside teaching. In relation to innovation, the discussion of

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Section: Discussionmentioning

confidence: 99%

Innovative methods in teaching psychiatry to medical students

et al. 2015

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“…New technologies have multiple advantages for both students and universities in terms of accessibility and costeffectiveness. E-learning can assist institutions to deal with challenges such as rising enrolments, funding cuts and increasing demands on staff and resources (Lambert,1991;Lambert, Kirkby and Dunn,1997;Hickie, Nash and Kelly, 2013). Simple easily-deliverable resources, such as video lectures, can allow for standardised teaching across geographically diverse sites and assist with course delivery and importantly, allow greater flexibility of access for students.…”

Section: Introductionmentioning

confidence: 99%

Medical students’ preferences regarding Psychiatry teaching: a comparison of different lecture delivery methods

Petrie¹,

Trollor²,

Dean³

et al. 2019

MedEdPublish

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Background: Integration of e-learning and digital resources into university medical education is growing. However, there is a lack of systematic evaluation and comparison of different teaching methods. This study examined medical student feedback regarding Psychiatry lectures using routinely collected administrative data, comparing different lecture delivery methods. Method: A quasi-experimental study involving undergraduate medical students undertaking their Psychiatry term at UNSW Sydney was conducted over a three year period. Lectures were delivered in class face-to-face, or via video recording. Data on student ratings of perceived usefulness of the lecture was collated. Differences in students' ratings between lecture delivery methods were examined with independent sample students' t-test in SPSS. Results: Across the three years, four lectures on identical topics with the same pre-prepared content were delivered using different delivery methods, two face-to-face and two via video recording, to 102 medical students. Medical students rated face-to-face lectures to be significantly more useful than video lectures (t (86.9) = 4.902 (p<0.001)). Conclusion: Psychiatry lectures delivered in class were perceived by medical students as more useful than video recordings of the same content. This suggests traditional teaching methods are still valued by students and supports their continued use in clinical Psychiatry education.

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“…5 In the study by Hickie et al, almost two-thirds of psychiatric trainees viewed teaching as part of their role, but less than half felt supported in their role by their supervisors. 6 Lampe et al have found that enthusiastic and dedicated clinical teachers were rated positively by medical students at the end of their clinical attachments in psychiatry. 7 Microteaching was initially developed to improve the teaching skills of high-school teachers.…”

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confidence: 99%