Attitudes of psychiatric inpatients to medical student interviews

2002 ◽  
Vol 10 (3) ◽  
pp. 275-278 ◽  
Author(s):  
Mosunmola Tunde-Ayinmode ◽  
Mani Rajagopalan ◽  
John Little
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Student Teaching ◽  
Psychiatric Inpatient ◽  
Psychiatric Inpatients ◽  
Positive Interaction ◽  
Student Interviews ◽  
Service Setting ◽  
Medical Student Teaching ◽  
Structured Questionnaire

Objective: The aim was to assess the attitudes of psychiatric inpatients to medical student interviews. Method: Psychiatric inpatients' experiences of being interviewed by fourth and fifth year medical students were ascertained through the use of a semi-structured questionnaire. Results: The majority of patients reported a positive interaction with medical students. Conclusion: Psychiatric inpatient involvement in medical student teaching was favourably received by patients in a rural area mental health service setting.

scholarly journals Notes on the Dynamics of Medical Student Teaching and Implications for Future Medical Practice

1987 ◽  
Vol 11 (6) ◽  
pp. 194-195 ◽  
Author(s):  
J. Wilson
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Student Teaching ◽  
Medical Practice ◽  
Patient Relationship ◽  
Defence Mechanisms ◽  
Doctor Patient Relationship ◽  
Medical Student Teaching

I have recently addressed myself to the problems of teaching medical students. In my case it is that of teaching the principles of psychotherapy. It is difficult to teach about the doctor–patient relationship in the normally accepted lecture form. Definitions of transference, psychological defence mechanisms or empathy can be given, but this gives no impression of what is meant at an experiential level.

scholarly journals Mental illness in the family: an experiment in medical student teaching

1991 ◽  
Vol 15 (12) ◽  
pp. 747-748
Author(s):  
Anne McFadyen
Keyword(s):  
Mental Illness ◽  
Medical Student ◽  
Medical Students ◽  
Student Teaching ◽  
Child Psychiatry ◽  
Hands On ◽  
The Family ◽  
Medical Student Teaching

In 1987, 38% of Royal Free medical students answered the question “How could the child psychiatry course be improved?” by asking for “more”-in particular, they wanted more “hands on” experience.

scholarly journals Factors affecting consultant attitudes to undertaking undergraduate medical student teaching in the UK: a systematic review

BMJ Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. e042653
Author(s):  
Isobel Marion Harris ◽  
Heather McNeilly ◽  
Hani Benamer ◽  
Derek J Ward ◽  
Alice J Sitch ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Students ◽  
Student Teaching ◽  
Data Extraction ◽  
Undergraduate Medical Students ◽  
Systematic Review Methodology ◽  
Factors Affecting ◽  
Persistent Problem ◽  
Medical Student Teaching ◽  
The Uk

ObjectiveThis systematic review aimed to explore consultant attitudes towards teaching undergraduate medical students in the UK.DesignSystematic review.MethodologyStandard systematic review methodology was followed. MEDLINE, EMBASE and OpenGrey were searched from inception to August 2019 to identify studies exploring senior doctors’ attitudes towards teaching undergraduate medical students. Two reviewers independently carried out key methodological steps including study screening/selection, quality assessment and data extraction. A narrative synthesis was undertaken.ResultsFive studies were included in the review dating 2003–2015. Two studies used questionnaires, and three used focus groups/semistructured interviews. Key findings identified across all studies were consultants generally found teaching undergraduate medical students enjoyable, and consultants identified time constraints as a barrier to teaching. Other findings were consultants feeling there was a lack of recognition for time spent teaching, and a lack of training/guidance regarding teaching students.ConclusionsThis is the first systematic review to explore senior hospital doctors’ attitudes towards teaching undergraduate medical students. Despite these five studies spanning 12 years, the same attitudes and issues regarding teaching are identified by all, suggesting lack of time particularly is a persistent problem regarding consultant-based teaching. An anecdotal impression is that consultants are no longer as enthusiastic about teaching as they once were, but it is evident over the 12 years of these studies that enjoyment levels, and presumably enthusiasm, have not changed significantly.

scholarly journals Effect of medical student teaching on patient satisfaction in a managed care setting

2000 ◽  
Vol 15 (7) ◽  
pp. 457-461 ◽  
Author(s):  
Steven R. Simon ◽  
Antoinette S. Peters ◽  
Cindy L. Christiansen ◽  
Robert H. Fletcher
Keyword(s):  
Patient Satisfaction ◽  
Medical Student ◽  
Managed Care ◽  
Student Teaching ◽  
Care Setting ◽  
Medical Student Teaching

Medical Student Teaching Rx: Problem-Based Learning

2000 ◽  
Vol 1 (2) ◽  
pp. 114-115
Author(s):  
Karen Denard Goldman ◽  
Kathleen Jahn Schmalz
Keyword(s):  
Medical Student ◽  
Student Teaching ◽  
Problem Based Learning ◽  
Medical Student Teaching

scholarly journals Cerebellar Syndromes: A Medical Student Guide

2013 ◽  
Vol 1 (1) ◽  
pp. 37-42
Author(s):  
Claudia K. Sellers ◽  
Suvankar Pal
Keyword(s):  
Medical Student ◽  
Student Teaching ◽  
Relevant Literature ◽  
Functional Anatomy ◽  
Common Disease ◽  
Junior Doctors ◽  
Final Exams ◽  
Medical Student Teaching ◽  
Cerebellar Anatomy ◽  
Cerebellar Syndromes

The cerebellum is central to normal motor function and co-ordination, and can be frequently affected in a number of common disease processes. However, medical student teaching relating to cerebellar anatomy and pathology is lacking, leaving many graduates with a significant knowledge gap. Junior doctors need to be able to recognize ‘cerebellar syndromes’ on presentation to hospitals, and to identify and manage reversible causes rapidly and effectively. After review of relevant literature, a simple approach to the functional anatomy and practical classifications of common cerebellar pathology is presented here, with a focus on symptoms, signs and examination techniques essential to medical school final exams.

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