Keeping it human: Pandemic era psychiatry teaching.
Saved in:
| 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] |
| Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 153606089 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Keeping it human: Pandemic era psychiatry teaching. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Morris%2C+Simon+George%22">Morris, Simon George</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> george.morris@doctors.org.uk</i><br /><searchLink fieldCode="AR" term="%22Greenstone%2C+Harriet%22">Greenstone, Harriet</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chute%2C+Rachel%22">Chute, Rachel</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Dec2021, Vol. 18 Issue 6, p641-649. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychiatry+education%22">Psychiatry education</searchLink><br /><searchLink fieldCode="DE" term="%22Psychiatry%22">Psychiatry</searchLink><br /><searchLink fieldCode="DE" term="%22Patients'+attitudes%22">Patients' attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Video+blogs%22">Video blogs</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink><br /><searchLink fieldCode="DE" term="%22Telepsychiatry%22">Telepsychiatry</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=153606089 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/tct.13415 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 641 Subjects: – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Psychiatry education Type: general – SubjectFull: Psychiatry Type: general – SubjectFull: Patients' attitudes Type: general – SubjectFull: Video blogs Type: general – SubjectFull: Mental health Type: general – SubjectFull: Telepsychiatry Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: Keeping it human: Pandemic era psychiatry teaching. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Morris, Simon George – PersonEntity: Name: NameFull: Greenstone, Harriet – PersonEntity: Name: NameFull: Chute, Rachel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 17434971 Numbering: – Type: volume Value: 18 – Type: issue Value: 6 Titles: – TitleFull: Clinical Teacher Type: main |
| ResultId | 1 |
