Innovative methods in teaching psychiatry to medical students

Abstract

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

Psychiatry training for medical students: A global perspective and implications for India’s competency-based medical education curriculum

“…To provide effective training in psychiatry and orient students about various aspects of psychiatry, including reducing the stigma and myths related to psychiatry and making them aware of its scope, many universities, particularly in HICs, are offering such programs or courses for interested students. These include the combined accelerated program in psychiatry (CAAP), University of Maryland (US)[ 19 ]; psychiatry early experience program (PEEP), and single-day enrichment activities in forensic psychiatry at King’s College and Oxford University, Imperial College, respectively (UK); innovative teaching plan (ITP), University of Zaragoza, Spain[ 11 20 29 ]; Psychiatry Institute for Medical Students program (PIMS Program), Toronto (Canada)[ 31 ]; Claassen Institute of Psychiatry for Medical Students, University of Western Australia,[ 10 27 ] etc. Likewise, some of the LMICs such as China (psychiatry major curriculum (PMC))[ 42 ] and Somaliland, Africa (collaborating with the universities of UK and US and involving a hybrid model of training with international teachers on board) have come up with innovative strategies to enrich their psychiatry training [ Table 2 ].…”

“…[ 6 9 10 ] Also, novel assessment methods (both formative and summative), including entrustable professional activities (EPAs) and training of the teachers, are also essential components of CBME. [ 11 12 13 ]…”

Assessing Learning Needs and Career Attitudes of Italian Psychiatry Residents: Results from a National Survey Conducted by the Italian Society of Psychopathology Young Psychiatrists Section (SOPSI-GG)

“…The questionnaire was developed following some available models in the scientific literature, related to personal satisfaction [20], and adapted to the current educational plans of the Italian residency schools in Psychiatry. Particular attention was also paid to the recent literature about the most innovative specialized care approaches [21].…”

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

“…Clinical experience in general adult psychiatry and sub-specialties is provided by each medical school during that period ( 14 ). For example, the University of Alberta MD Undergraduate Program provides for a progressive environment where education, research, and patient care are integrated into a unified curriculum to make sure that they can provide students with not only the technical skills and scientific knowledge which will allow them to become competent doctors but also to be kind and empathetic physicians ( 15 ).…”