Core undergraduate psychiatry: what do non-specialists need to know?

Wilson, Samuel; Eagles, John M.; Platt, Julie; McKenzie, Hamish

doi:10.1111/j.1365-2923.2007.02790.x

Cited by 24 publications

(22 citation statements)

References 16 publications

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“…While there are primary care-oriented curricula for other medical specialties (e.g. adult psychiatry, family medicine, urology, surgery) [30,33,37,57,58,[63][64][65] to date, there is rarely evidence-based data on the nature and extent of CAP-related knowledge and skills relevant for the day-to-day work of doctors in primary care settings. The few existing studies all stem from Anglo-American countries: Healy et al surveyed Irish GPs (N = 39 respondents), evaluating service needs and the most common CAP issues for GP consultation [21].…”

Section: Introductionmentioning

confidence: 98%

Child and adolescent psychiatry: which knowledge and skills do primary care physicians need to have? A survey in general practitioners and paediatricians

Lempp

Heinzel‐Gutenbrunner

Bachmann

2015

Eur Child Adolesc Psychiatry

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Primary care physicians (PCPs) play a key role in the initial assessment and management of children and adolescents with mental health problems. However, it is unclear whether current medical education curricula sufficiently equip PCPs for this task. The aim of this study was to investigate, which child and adolescent psychiatry (CAP)-related skills and knowledge PCPs say they require in their daily practice. A questionnaire was generated, employing a modified two-step Delphi approach. Besides socio-demographic items, the questionnaire contained 17 CAP-related knowledge items and 13 CAP-related skills items, which had to be rated by importance in daily practice. The questionnaire was distributed to 348 office-based paediatricians and 500 general practitioners (GPs) in Germany. The overall return rate was 51.3% (435/848). Regarding CAP-related knowledge, both paediatricians and GPs rated somatoform disorders and obesity as highly important for daily practice. Moreover, paediatricians also deemed regulatory disorders during infancy (e.g. crying, sleep disorders) as important, while GPs assessed knowledge on paediatric depression as relevant. For paediatricians and GPs, the most relevant CAP-related skills were communicating with children and adolescents and their parents. Additionally, paediatricians rated differentiating between non-pathologic and clinically relevant behaviour problems very relevant, while GPs considered basic psychotherapeutic skills essential. The CAP-related knowledge and skills perceived relevant for doctors in primary care differ from the majority of current medical school CAP curricula, which cover mainly typical, epitomic CAP disorders and are predominantly knowledge-oriented. Therefore, medical education in CAP should be amended to reflect the needs of PCPs to improve healthcare for children and adolescents with mental health problems.

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Section: Introductionmentioning

confidence: 98%

Child and adolescent psychiatry: which knowledge and skills do primary care physicians need to have? A survey in general practitioners and paediatricians

Lempp

Heinzel‐Gutenbrunner

Bachmann

2015

Eur Child Adolesc Psychiatry

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“…Stigmatising attitudes toward people with schizophrenia have been associated with less positive attitudes toward providing concordant medication counselling 27. The need for education to address the barriers to the provision of primary mental health care has been described 28. However, few studies have assessed the barriers to pharmacists’ medication counselling for people with mental health disorders 23,29…”

Section: Introductionmentioning

confidence: 99%

Barriers to medication counselling for people with mental health disorders: a six country study

Aaltonen

Laine

Volmer

et al. 2010

Pharmacy Practice (Internet)

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Provision of medication information may improve adherence and prevent medication related problems. People with mental health disorders commonly receive less medication counselling from pharmacists than people with other common long term and persistent disorders.ObjectiveThe objective of this study was to compare and contrast barriers pharmacy students perceive toward providing medication counselling for people with mental health disorders in Australia, Belgium, Estonia, Finland, India and Latvia.MethodsBarriers identified by third-year pharmacy students as part of the International Pharmacy Students’ Health Survey were content analysed using a directed approach. Students’ responses were categorised as pharmacist related, patient related, health-system related, or social or cultural related. Quantitative data were analysed using SPSS version 14.0.ResultsSurvey instruments were returned by 649 students. Of the respondents, 480 identified one or more barriers to medication counselling for people with mental health disorders. Patient related factors accounted for between 25.3% and 36.2% of barriers identified by the pharmacy students. Pharmacist related factors accounted for between 17.6% and 45.1% of the barriers identified by the pharmacy students. Students in India were more likely to attribute barriers to pharmacist and social and cultural related factors, and less likely to health-system related factors, than students studying in other countries.ConclusionThe nature of barriers identified by pharmacy students differed according to the country in which they studied. Undergraduate and postgraduate pharmacy education programs may need to be amended to address common misconceptions among pharmacy students.

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“…It was used, for example, for determining the content of core undergraduate psychiatry (Wilson, Eagles, Platt & McKenzie 2007); to identify the priorities to be met by a family medicine training programme (Kanashiro, Hollaar, Wright, Nammavongmixay & Roff 2007); to obtain the students' perspectives on a radiology curriculum ( All studies consisted essentially of a list of items such as outcomes, skills, course topics or teaching methods, which was submitted for rating of importance (this meaning mainly usefulness for medical practice) to a panel of experts. The list might have been formulated by the authors, obtained from other curricular documents or drawn up by a group of experts specifically tasked to design it.…”

Section: Aspects Of Using the Delphi Methods In The Design Of Medical mentioning

confidence: 99%

Informing Curriculum Development in Health Sciences

Stefan¹

2010

Curriculum Inquiry in South African Higher Education

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Core undergraduate psychiatry: what do non-specialists need to know?

Cited by 24 publications

References 16 publications

Child and adolescent psychiatry: which knowledge and skills do primary care physicians need to have? A survey in general practitioners and paediatricians

Child and adolescent psychiatry: which knowledge and skills do primary care physicians need to have? A survey in general practitioners and paediatricians

Barriers to medication counselling for people with mental health disorders: a six country study

Informing Curriculum Development in Health Sciences

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