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.

Why Do Students Engage in Elective Courses on Acupuncture and Homeopathy at Medical School? A Survey

2017 ◽  
Vol 24 (5) ◽  
pp. 295-301
Author(s):  
Alexandra Jocham ◽  
Pascal O. Berberat ◽  
Antonius Schneider ◽  
Klaus Linde
Keyword(s):  
Medical Students ◽  
Personal Experience ◽  
Conventional Medicine ◽  
Free Text ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Personal Experiences ◽  
Elective Courses ◽  
Quantitative Analyses

Background: We aimed to investigate why medical students in Germany participate in elective courses on acupuncture or homeopathy. Methods: The study was a nationwide, cross-sectional survey. Elective courses on acupuncture and homeopathy in the academic half-year 2013/14 were identified by inquiries directed to all 37 German medical schools, to student initiatives, and organizations supporting such courses. Participants of courses were asked to fill in a questionnaire consisting of a free-text question on their motives and closed questions regarding personal experiences, personal environment, evidence, role of the therapy as a complement to conventional medicine, and opportunistic aspects in relation to the therapy chosen. Results: Students participating in 16 of 18 identified acupuncture courses (n = 220) and 12 of 13 identified homeopathy courses (n = 113) filled in the questionnaire. Content analysis of the free text showed that personal experience, a feeling that conventional medicine is somehow incomplete, the belief that acupuncture or homeopathy could help to overcome this shortcoming, and positive characteristics attributed to the therapies were the main motives for participation. Quantitative analyses showed that own experiences and considering the therapy a useful complement to conventional medicine were similarly rated motives in both groups, while opportunistic aspects played almost no role. The influence of the personal environment was more important among homeopathy students, while acupuncture students considered their therapy better backed by evidence. Conclusion: In our survey, personal experiences and the belief that acupuncture or homeopathy allows grasping the patient more holistically were primary motives for participation.

Aligning patient and physician views on educational pelvic examinations under anaesthesia: the medical student perspective

2020 ◽  
pp. medethics-2020-106473
Author(s):  
Sanjana Salwi ◽  
Alexandra Erath ◽  
Pious D Patel ◽  
Karampreet Kaur ◽  
Margaret B Mitchell
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Clinical Skill ◽  
Medical Community ◽  
Student Perspective ◽  
Physician Perspectives ◽  
Explicit Consent ◽  
Pelvic Examinations ◽  
Professional Guidelines

Recent media articles have stirred controversy over anecdotal reports of medical students practising educational pelvic examinations on women under anaesthesia without explicit consent. The understandable public outrage that followed merits a substantive response from the medical community. As medical students, we offer a unique perspective on consent for trainee involvement informed by the transitional stage we occupy between patient and physician. We start by contextualising the role of educational pelvic examinations under anaesthesia (EUAs) within general clinical skill development in medical education. Then we analyse two main barriers to achieving explicit consent for educational pelvic EUAs: ambiguity within professional guidelines on how to operationalize ‘explicit consent’ and divergent patient and physician perspectives on harm which prevent physicians from understanding what a reasonable patient would want to know before a procedure. To overcome these barriers, we advocate for more research on patient perspectives to empower the reasonable patient standard. Next, we call for minimum disclosure standards informed by this research and created in conjunction with students, physicians and patients to improve the informed consent process and relieve medical student moral injury caused by performing ‘unconsented’ educational pelvic exams.

Medical students’ perceptions of nutrition education in Canadian universities

2010 ◽  
Vol 35 (3) ◽  
pp. 336-343 ◽  
Author(s):  
Leah M. Gramlich ◽  
Dana Lee Olstad ◽  
Roseanne Nasser ◽  
Laki Goonewardene ◽  
Maitreyi Raman ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Student Satisfaction ◽  
Nutrition Education ◽  
Nutrient Requirements ◽  
Undergraduate Medical Students ◽  
Canadian Universities ◽  
Survey Response Rate ◽  
Nutrition Instruction

Patients routinely seek physicians’ guidance about diet and the relation between nutrition and the prevention and treatment of disease. However, the adequacy of nutrition instruction in undergraduate medical education is questionable. The purpose of this study was to investigate Canadian medical students’ perceptions of and satisfaction with their education in nutrition. At 9 universities across Canada, a 23-item survey questionnaire was distributed in English and French to undergraduate medical students after at least 8 months of medical school. Overall, 9 of 17 universities participated in the survey, and 933 of the 3267 medical students approached completed the survey (response rate, 28.6%). Mean satisfaction with nutrition instruction received during medical school was 4.7 (±0.06) on a scale of 1–10, where 1 is very dissatisfied and 10 is very satisfied, and there were significant differences among schools (p < 0.0001). Students were comfortable in their ability to counsel patients regarding basic nutrition concepts and the role of nutrition in prevention of disease, but were much less comfortable discussing the role of nutrition in the treatment of disease and nutrient requirements across the lifecycle, and in identifying credible sources of nutrition information. Of the 933 respondents, 87.2% believe that their undergraduate program should dedicate more time to nutrition education. The amount of nutrition instruction correlated with student satisfaction (p < 0.0001), but varied among schools. A significant number of students are dissatisfied with the nutrition education they receive and their ability to provide relevant and appropriate nutrition counselling. This study paves the way for further discussions and development of strategies to improve nutrition education in medical schools in Canada.

The role of the medical students in influenza pandemic response

2011 ◽  
Vol 9 (2) ◽  
pp. 60 ◽  
Author(s):  
Gina Waight, MD ◽  
Abeba Berhane, MD ◽  
Lorenzo Orton, MD ◽  
Sandro Cinti, MD ◽  
John E. Billi, MD ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Influenza Pandemic ◽  
University Of Michigan ◽  
Specific Patient ◽  
Michigan Medical School ◽  
Pandemic Response ◽  
Pandemic Flu ◽  
The University

Objectives: To better define the role of the medical students in the event of a disaster requiring a surge response in healthcare systems.Setting: The University of Michigan Medical School and Health System, where staffing plans for a pandemic flu were actively taking place.Subjects: All medical students at the University of Michigan.Interventions: The authors surveyed medical students to evaluate how they felt they could contribute during a pandemic flu.Results: Of the students who completed the survey, 88 percent of the respondents felt that students should formally be incorporated into the health system’s staffing plan during a pandemic. This survey further identified the specific patient care tasks that students felt comfortable performing, which may be of value to medical school and hospital administration that are considering inclusion of medical students into their pandemic planning.Conclusions: There should be formal inclusion of medical students into health systems’ staffing plans in the case of pandemic flu, as they are valuable first responders who are both willing and able to participate in the pandemic response.

scholarly journals The meaning of humanization for first-year medical students - The use of narratives in medical school

2020 ◽  
Author(s):  
Luciana Tavares ◽  
Sylvia Enns ◽  
José Ricardo Ayres ◽  
Patricia Tempski
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Role Models ◽  
First Year ◽  
Clear Understanding ◽  
Human Being ◽  
Personal Experiences ◽  
Medical Program ◽  
First Year Medical Students ◽  
The Relationship

Abstract Purpose To analyze the meaning of humanization by first-year medical students as well as to find out about their role models and what were their personal experiences of humanization and dehumanization before entering medical school. Methods The authors performed a qualitative study using narratives of first-year medical students. The data were analyzed through content analysis. The narratives were used as a strategy to stimulate students' reflection and to understand their perspectives and values at the beginning of the medical program. Results The study included 167 participants: 67 females (40.1%) and 100 males (59.9%). The participants' ages ranged from 16 to 38 years. The analysis of the narratives showed three main themes: socio-political and economic aspects of medicine, humanization of healthcare, and dimensions of humanization and dehumanization. In their narratives, the students expressed the desire to become doctors, to help and improve people's lives, and the intention to emulate good role models. Another desire was to contribute to the development of the Brazilian healthcare system. The students considered the humanization of healthcare as an integral vision of the human being that includes perceiving the context and personal history, as well as the complexity, of the human being. The students emphasized the importance of "going beyond the technical dimension" in the relationship between physician and his/her patient. Some students recognized the transdisciplinary aspect of medicine. Conclusions The students in the first-year of the medical program have a clear understanding of the meaning of humanization in medical practice, regardless of their social and economic conditions, age, sex, and religion. The students' narratives expressed their expectations for a more humane society with respect, solidarity, and compassion. The use of narrative is a strategy to develop critical thinking and to better get to know our students: who they are, what they think, and how they feel.

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.

scholarly journals Factors associated with interest in psychiatry in UK medical students: qualitative study

2021 ◽  
pp. 1-7
Author(s):  
Grace Crowley ◽  
Sube Banerjee ◽  
Lisa Page ◽  
Stephanie Daley
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
Medical School ◽  
Qualitative Data ◽  
Structured Interviews ◽  
Factors Associated ◽  
Psychiatry Education ◽  
Extra Curricular Activities ◽  
Fitting In

Aims and method This study aimed to explore factors that positively influence UK medical students’ interest in psychiatry. Delegates and committee members of the National Student Psychiatry Conference 2018 were invited to participate in individual semi-structured interviews. Nine interviews were conducted. Qualitative data were analysed using thematic analysis. Results: Four core themes emerged: psychiatry education and exposure, role of a psychiatrist, fitting in, and factors external to medical school. All students had some degree of interest in mental health before medical school, but placement and extra-curricular factors were strongly influential. Implications Interest in psychiatry may be promoted by facilitating student exposure to enthusiastic psychiatrists and psychiatry subspecialties, encouraging extra-curricular activities and identifying early those with pre-existing interest in mental health on admission to medical school. Aspects of psychiatry that should be promoted include the potential to make a positive difference to patients’ lives and the teamworking elements of the specialty.

Recruitment into psychiatry

2002 ◽  
Vol 180 (4) ◽  
pp. 307-312 ◽  
Author(s):  
Ian F. Brockington ◽  
David B. Mumford
Keyword(s):  
Medical Students ◽  
Literature Review ◽  
Medical School ◽  
Royal College ◽  
Undergraduate Training ◽  
Career Plans ◽  
Medical Graduates ◽  
Foreign Medical Graduates ◽  
Before And After

BackgroundDespite improvements in psychiatric teaching, British medical schools have never produced enough graduands aiming for psychiatry.AimsTo inform the strategy for improving recruitment.MethodA literature review.ResultsThe number of psychiatrists required depends on the role of psychiatry, which is constantly changing. The present requirement is about 250–300 per year, including replacements and new posts. The number of psychiatric trainees has always been higher than expected from the career plans of newly qualified doctors, but the number of British graduates passing the Royal College of Psychiatrists' Membership examination has still fallen short, requiring a supplement of foreign medical graduates. The recent 50% expansion in medical students may make this country self-sufficient.ConclusionsTo improve recruitment, the College should focus on influences before and after undergraduate training – the kind of student entering medical school and the factors favouring sustained psychiatric practice after graduation.

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