Undergraduate psychiatry education: Present scenario in India

Reddy, Indla Ramasubba

doi:10.4103/0019-5545.37311

Cited by 20 publications

(17 citation statements)

References 3 publications

(6 reference statements)

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“…As the subject is not mandatory, students tend to be indifferent (Reddy, 2007). [ 19 ] Recent literature on psychiatric education (Kallivayalil, 2012[ 6 ]) suggests that newer teaching techniques should be used to achieve the objective of bringing about attitudinal change and developing interest among medical students. Other desirable objectives like doctor – patient relationship (see also this issue pgs 83-91), communication skills, professionalism and ethics have also been found to be effectively achieved through these methods.…”

Section: Current Undergraduate Training In Psychiatrymentioning

confidence: 99%

Changing Medical Students′ Attitudes to Psychiatry through Newer Teaching Techniques

Nayak¹

2015

Mens Sana Monogr

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The significance of mental health in the entire health scenario has increased. However, the representation of psychiatry in the current MBBS curriculum for undergraduate students in India still remains much less than desirable. Further, stigmatising attitudes lessen these future doctors’ ability to detect and manage patients with psychological problems despite adequate knowledge about psychiatry. Students believe that psychiatrically ill patients are unpredictable and can be dangerous to others. Some feel that psychiatry is unscientific, imprecise and treatment is not effective. Traditional teaching methods are directed more towards imparting knowledge than changing the attitudes of students. Newer teaching and assessment techniques should be used to bring about attitudinal changes and develop interest among medical students. Case based and problem based learning, small group teaching, simulated patients, using movies, multidisciplinary seminars, integrated teaching, attitude questionnaires, objective structured clinical examinations etc., could be introduced in the curriculum to achieve this objective.

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Section: Current Undergraduate Training In Psychiatrymentioning

confidence: 99%

Changing Medical Students′ Attitudes to Psychiatry through Newer Teaching Techniques

Nayak¹

2015

Mens Sana Monogr

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“…In India, for example, there are no exams in psychiatry in final exams in Indian medical schools. Psychiatric teaching is limited, boring and often not relevant (Reddy, 2007). Even in Japan the teaching of psychiatry is limited to four weeks or less and involves little patient contact.…”

Section: Moves To Address Training Issuesmentioning

confidence: 99%

Bringing changes to Asian mental health

Deva¹

2008

International Review of Psychiatry

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Asian Psychiatry like the Asian continent has a very diverse and complex history of development that has led to enormous gaps in level of advancement. The very affluent countries have very well developed medical services; but most Asian psychiatric services, training and state of advancement leaves a lot to be desired. The marginalization of psychiatric services and mental health in health care in Asia has led to very irregular development of basic services for the mentally ill. Concepts such as counseling, psychotherapy, rehabilitation are far behind in practice compared to medication in Asia. There are also poor human and material resources for the 21st century's practice of psychiatry in the community or hospital settings. This paper discusses some of these problems and suggests some alternative ways to overcome them.

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“…[4–6]Training undergraduates to identify psychiatric disorders will also prevent them from misdiagnosing organic conditions with psychiatric manifestations as functional in the community or in the emergency setup.…”

Section: Introductionmentioning

confidence: 99%

Identifying the ′mentally disabled′ in the community: How much more is to be imparted to the internees in training?

Annigeri

Rao

Ashok

et al. 2011

Indian J Psychiatry

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Background:Studies have been conducted on the skills of physicians in general hospitals in identifying mental disorders,but there are no studies assessing the proficiency of internees in identifying mental disorders.Aim:To confirm the diagnosis of the cases identified by 40 internees in the community as ‘mentally disabled’.Materials and Methods:Of 15,583 people,29 were identified in the community by the internees as ‘mentally disabled’. This was followed by home visits to the houses of these 29 individuals conducted by two qualified psychiatrists and one clinical psychologist, and these cases were screened for their psychiatric status using MINI Plus.Results:Most of the cases identified by internees as having ‘mental disability’ were cases of mental retardation and the others were mood and psychotic disorders and epilepsy. Cases of mental retardation and mental disorders other than those identified by the internees could also be identified while visiting the respective geographical areas.Conclusions:There is a need to hone the skills of the medical students during the course of their training in identifying cases of mental retardation, severe as well as minor psychiatric disorders, as a part of their training. There is also a need for the use of structured scales for the same.

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Undergraduate psychiatry education: Present scenario in India

Cited by 20 publications

References 3 publications

Changing Medical Students′ Attitudes to Psychiatry through Newer Teaching Techniques

Changing Medical Students′ Attitudes to Psychiatry through Newer Teaching Techniques

Bringing changes to Asian mental health

Identifying the ′mentally disabled′ in the community: How much more is to be imparted to the internees in training?

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