Keeping it human: Pandemic era psychiatry teaching.

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Bibliographic Details
Title:	Keeping it human: Pandemic era psychiatry teaching.
Authors:	Morris, Simon George¹ (AUTHOR) george.morris@doctors.org.uk, Greenstone, Harriet¹ (AUTHOR), Chute, Rachel¹ (AUTHOR)
Source:	Clinical Teacher. Dec2021, Vol. 18 Issue 6, p641-649. 9p.
Subject Terms:	COVID-19 pandemic, Psychiatry education, Psychiatry, Patients' attitudes, Video blogs, Mental health, Telepsychiatry
Geographic Terms:	United Kingdom
Abstract:	Background: Mental health is an important global issue, and doctors in training need a grounding in the principles of psychiatry. Undergraduate clinical placements in psychiatry can develop core knowledge and skills as well as challenging stigma towards mental illness. The onset of the coronavirus pandemic saw disruption to undergraduate clinical placements. In a U.K. medical school, th e authors were tasked with transforming a 6‐week clinical placement in psychiatry into a primarily online course. Approach: A 4‐week online course was developed in preparation for a condensed clinical placement. A range of resources were drawn upon to address key learning objectives and to engage students in broader thinking about mental health. These included videos and blogs describing personal experiences of mental illness, as well as interviews with prominent psychiatrists. Peer‐ and tutor‐led sessions complemented these self‐directed elements and reduced social isolation. Evaluation: Sixty‐seven students undertook the course, supported by eight consultant tutors. The content and structure of the course were highly rated; however, students indicated that peer group activities could benefit from further development. Students felt prepared for clinical placements and performed equally well in summative written examinations. Feedback indicated the development of positive attitudes towards mental health and illness. Implications: This course demonstrates how, even when clinical contact is challenged, a strong focus can be maintained on social elements of learning and patients' experiences of mental illness. This approach provides opportunities to develop essential knowledge and skills alongside broader attitudinal learning that may have a de‐stigmatising effect. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Background: Mental health is an important global issue, and doctors in training need a grounding in the principles of psychiatry. Undergraduate clinical placements in psychiatry can develop core knowledge and skills as well as challenging stigma towards mental illness. The onset of the coronavirus pandemic saw disruption to undergraduate clinical placements. In a U.K. medical school, th e authors were tasked with transforming a 6‐week clinical placement in psychiatry into a primarily online course. Approach: A 4‐week online course was developed in preparation for a condensed clinical placement. A range of resources were drawn upon to address key learning objectives and to engage students in broader thinking about mental health. These included videos and blogs describing personal experiences of mental illness, as well as interviews with prominent psychiatrists. Peer‐ and tutor‐led sessions complemented these self‐directed elements and reduced social isolation. Evaluation: Sixty‐seven students undertook the course, supported by eight consultant tutors. The content and structure of the course were highly rated; however, students indicated that peer group activities could benefit from further development. Students felt prepared for clinical placements and performed equally well in summative written examinations. Feedback indicated the development of positive attitudes towards mental health and illness. Implications: This course demonstrates how, even when clinical contact is challenged, a strong focus can be maintained on social elements of learning and patients' experiences of mental illness. This approach provides opportunities to develop essential knowledge and skills alongside broader attitudinal learning that may have a de‐stigmatising effect. [ABSTRACT FROM AUTHOR]
ISSN:	17434971
DOI:	10.1111/tct.13415