Improving the quality of psychiatry teaching within the UK undergraduate medical curriculum

Prasad, Sunila; Nair, Pooja; Gadhvi, Karishma; Barai, Ishani; Lami, Mariam

doi:10.2147/amep.s102660

Cited by 5 publications

(2 citation statements)

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“…The policy explicitly outlines a role for student-selected components using medical students to deliver educational workshops in schools (Brown, 2012). Innovative teaching strategies and exposure to psychiatry at an early stage in their degree could also help to support and encourage medical students' interest (Lyons, 2013;Prasad, Nair, Gadhvi, Barai, & Lami, 2016). The approach of targeting the mental health literacy levels of the deliverers of a school-based mental health literacy programme is not uncommon and can be seen in studies that have focussed on improving literacy in both school teachers and students (Jorm, Kitchener, Sawyer, Scales, & Cvetkovski, 2010).…”

Section: Introductionmentioning

confidence: 99%

A Pre-Post Evaluation of OpenMinds: a Sustainable, Peer-Led Mental Health Literacy Programme in Universities and Secondary Schools

et al. 2017

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Engaging young people in the design and delivery of mental health education could lead to more effective interventions; however, few of these interventions have been evaluated. This study aimed to gain preliminary evidence with regards to the efficacy and acceptability of OpenMinds: a peer-designed and facilitated mental health literacy programme for university and secondary school students. The programme involves a structured programme of education and training for university medical students, who then deliver workshops in secondary schools. Pre- and post-surveys were completed by 234 school students who received two workshops and 40 university medical students who completed the OpenMinds programme and delivered the workshops. The main outcomes in both groups were components of mental health literacy (non-stigmatising attitudes, knowledge, social distance and helping attitudes). Perceived teaching efficacy and interest in mental health careers (university medical students) and workshop acceptability (school students) were also examined. University and school student participation in OpenMinds was associated with significant improvements in three of four mental health literacy elements in both samples. Knowledge and attitudes improved in both samples, social distance improved only in the university sample and knowledge of helping behaviours increased in the school sample. University students' perceived teaching efficacy improved but there was no change in their reported interest in pursuing psychiatry in their career. Acceptability was high; over 70% of the school students agreed that they enjoyed the workshops and liked being taught by a university student. This study provides preliminary evidence for the acceptability and efficacy of OpenMinds as a sustainable peer-led model of mental health education for young people. The OpenMinds programme is ready for efficacy testing in a randomised trial.

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Section: Introductionmentioning

confidence: 99%

A Pre-Post Evaluation of OpenMinds: a Sustainable, Peer-Led Mental Health Literacy Programme in Universities and Secondary Schools

et al. 2017

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“…In the most of the curriculums, psychiatry is taught in the last years of medical school. However, early exposure to this vital specialty can be achieved through the integration of introductory psychology and psychiatry topics during the early college years into other specialties ( 27 ).…”

Section: Discussionmentioning

confidence: 99%

Psychiatry and mental health teaching programs of eight portuguese-speaking schools of medicine: A comparative analysis

Pedro

Palha

Ferreira

2022

Front. Public Health

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BackgroundImprovement of teaching methods in psychiatry has been the subject of permanent adaptation and innovation. Strengthening graduate education skills in psychiatry and mental health will allow physicians to have the knowledge, skills, and attitudes to carry out early diagnosis and treatment at primary healthcare settings, taking into consideration that the population should benefit from the best interventions by general practitioners.ObjectiveThe objective of this study was to examine how the undergraduate program of psychiatry and mental health subject in the schools of medicine of the Community of Portuguese-Speaking Countries in the three continents is structured.MethodsThe methods include a narrative description of the program of psychiatry, the workload, the delivery and assessment methods, and the ethical and socio-cultural aspects in psychiatry and research made by the director of the course of psychiatry in Portugal, Brazil, and Mozambique.ResultsEight schools of medicine from Portugal, Brazil, and Mozambique participated in the study. All these schools use standards which are defined by the regulatory bodies of their countries. The teaching year varied between the third and the sixth. The workload varied between 140 and 224 h. Topics were addressed in presence or virtual methods. Combined qualitative and quantitative assessment is done to encompass competencies, skills and knowledge based on clinical histories, ongoing assessment, seminars, and final written tests. Ethical and socio-cultural aspects in various strands are taught to be linked to the local reality. Research is encouraged by using grants.ConclusionTeaching psychiatry follows global and national standards and is organized according to the reality of each country. Psychiatry departments from these three continents invest in teaching methodologies that encourage self-knowledge and the development of critical thinking, which is evaluated in a holistic context. The authors consider that the programs should have a workload according to the current burden of mental illness.

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The Actual Status of Undergraduate Training

Mahendran¹

2018

Education About Mental Health and Illness

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Improving the quality of psychiatry teaching within the UK undergraduate medical curriculum

Cited by 5 publications

References 8 publications

A Pre-Post Evaluation of OpenMinds: a Sustainable, Peer-Led Mental Health Literacy Programme in Universities and Secondary Schools

A Pre-Post Evaluation of OpenMinds: a Sustainable, Peer-Led Mental Health Literacy Programme in Universities and Secondary Schools

Psychiatry and mental health teaching programs of eight portuguese-speaking schools of medicine: A comparative analysis

The Actual Status of Undergraduate Training

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