scholarly journals Personal experiences of medical school education: methods to evaluate competency and ways to improve

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
H Khan ◽  
N Fundano ◽  
A Ghazal Asswad ◽  
S Holm ◽  
A Petráková
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Student Evaluation ◽  
School Education ◽  
Medical School Education ◽  
Personal Experiences

Abstract Personal experiences of medical school education and the manner in which it is delivered will be discussed. Examples of approaches used for student evaluation of different competencies and the methods to track their progress and development were identified. They were appraised, with their strengths and weaknesses discussed. Ideas to improve the approaches for competencies assessment in medical students were also explored.

Psychiatry in the Medical Curriculum

1985 ◽  
Vol 30 (8) ◽  
pp. 586-592 ◽  
Author(s):  
Philip G. Ney ◽  
Lynda S. Jones
Keyword(s):  
General Practitioner ◽  
Medical Students ◽  
Medical School ◽  
General Practitioners ◽  
Medical Curriculum ◽  
School Education ◽  
Student Groups ◽  
Medical School Education ◽  
Remarkable Agreement

When medical students of three universities, house surgeons, general practitioners, psychiatrists, and surgeons were asked in what order would they rank the importance of various subjects in the medical school education of a general practitioner, there is remarkable agreement regarding the first three. In all, 1402 respondents rank medicine, then pediatrics, then psychiatry as most important. There are differences which reflect cultural and curriculum diversity among the student groups. The majority of respondents believe psychiatry should occupy 11% or more of the curriculum.

Between SET and ASP: balancing the scales of student evaluation of teaching (SET) and teachers’ assessments of student performance (ASP) for medical school education in psychiatry

2018 ◽  
Vol 26 (6) ◽  
pp. 659-661 ◽  
Author(s):  
Jeffrey CL Looi ◽  
Katrina J Anderson
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Student Performance ◽  
Outcome Measures ◽  
Student Evaluation ◽  
School Education ◽  
Student Evaluation Of Teaching ◽  
Medical School Education ◽  
Evaluation Of Teaching

Objectives: We explore the relative roles of student evaluation of teaching (SET) and teachers’ assessment of student performance (ASP) in medical school education in psychiatry. Conclusions: We conclude that SET and ASP need to be better researched as outcome measures, and input from both processes needs to be balanced in evaluating psychiatric medical education.

Getting Our Own House in Order: Improving Psychiatry Education to Medical Students as a Prelude to Medical School Education Reform

2006 ◽  
Vol 30 (2) ◽  
pp. 170-173 ◽  
Author(s):  
J. E. Alpert ◽  
S. Schlozman ◽  
M. A. Badaracco ◽  
J. Burke ◽  
J. F. Borus
Keyword(s):  
Medical Students ◽  
Education Reform ◽  
Medical School ◽  
School Education ◽  
Medical School Education ◽  
Psychiatry Education

scholarly journals Stigma towards psychiatry: correlating personal experience with existing literature

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S126-S127
Author(s):  
Jack Blake ◽  
George El-Nimr
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Personal Experience ◽  
Clinical Placement ◽  
Medical Community ◽  
Prospective Students ◽  
Clinical Placements ◽  
Personal Experiences ◽  
University Life

AimsStigma towards psychiatry feels rife within medical school and this extends from university life into clinical placements. Mental health remains an unattractive area of medicine and is frequently regarded as subpar by other specialists. Against existing literature, this study compares the authors first hand experiences over the last five years within medical school to evaluate how representative their experiences of stigma in psychiatry are for the wider community and published literature. The study aims to inform the wider discussion on this topic and offer areas where intervention may yield a better perception and hence uptake of this specialism.MethodLiterature review relating to the topic was completed. Studies pertaining to medical students and/or educators views and experiences of psychiatric medical education and clinical placement were included for discussion. A reflection on the first author's specific experiences to date of psychiatry and his intent to pursue psychiatric career was conducted, with careful reference to existing literature. This allowed validating personal experiences in light of shared experience within the medical community in various national and international settings.ResultArguably, some non-psychiatric clinicians do inadvertently set the scene early in medical school for the stigma that is to be thrust upon students. This builds upon prospective students ranking psychiatry low for satisfaction, prestige and stating it to be a ‘pseudoscience’ or words to that effect. The lack of understanding from junior medical students of the role of the psychiatrist sees them associating psychosocial education as equivalent to psychiatry. This reinforces the idea of psychiatry being grounded in sciences other than anatomy, biochemistry, physiology and pharmacology. On clinical placement, there is little cross-speciality support for those students who want to be psychiatrists and sometimes even lost opportunities for those publically aspiring towards psychiatry. Placements in psychiatry give students a better understanding of psychiatry but this does not seem to significantly change their career aspirations and this is rather defined from the admission stages.ConclusionAfter comparing experience with literature, stigma towards psychiatry appears to be universal. It may be important to consider the types of students who are being attracted to medical school as currently students seem to have an intrinsic disinterest in psychiatry despite later becoming better informed through psychiatric placement. Culture is notoriously hard to change, particularly within medicine. This stigma exists both in the lay and medical communities with early potentially inaccurate lay views of psychiatry being validated and reinforced throughout medical school.

scholarly journals Medical school education in hypertension management

1983 ◽  
Vol 58 (1) ◽  
pp. 60-1
Author(s):  
M Moser ◽  
D W Rowden ◽  
D Richardson ◽  
H Dustan
Keyword(s):  
Medical School ◽  
School Education ◽  
Hypertension Management ◽  
Medical School Education
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