Undergraduate Teaching in Psychiatry

A workshop on the teaching of psychiatry to undergraduate medical students was held at the Institute of Psychiatry on 6 May 1981. Dr S. Greer and Dr C. Bass organized the meeting on behalf of the Association of University Teachers of Psychiatry, and there were sessions on four topics during the day; recruitment to psychiatry; the measurement of students' attitudes towards psychiatry and the use of ‘liaison’ psychiatry as a teaching method; the use of videotapes in teaching medical students interviewing skills—a practical demonstration; and a panel discussion of the problems in teaching undergraduates psychiatry.

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A questionnaire-based study to evaluate perception, attitude and opinion of undergraduate medical students on the teaching-learning methodology in pharmacology

International Journal of Basic & Clinical Pharmacology ◽

10.18203/2319-2003.ijbcp20201184 ◽

2020 ◽

Vol 9 (4) ◽

pp. 599

Author(s):

Saripilli Preethi Yadav ◽

K. N. V. Anusha

Keyword(s):

Medical Students ◽

Teaching Method ◽

Group Discussion ◽

Cross Sectional Study ◽

Undergraduate Teaching ◽

Difficulty Level ◽

Visual Aids ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Teaching Learning

Background: Pharmacology enables medical students with the art of rational prescriptions of drugs. Reforms in undergraduate teaching are the need of the hour. The purpose of the study was to assess the student’s attitude, perception, and feedback on teaching-learning methodology. Students’ feedback gives an idea to evaluate teaching methods.Methods: A cross-sectional study based on questionnaire. A total of 200 second-year medical students studying at Rangaraya medical college, Kakinada, were asked to fill up a pre-validated, predesigned questionnaire containing 17 questions. Descriptive statistics were used for analysis of data, and the results were expressed in percentage (%).Results: Out of 200 students, 188 filled the questionnaire, and results were analyzed. 98.43% wanted case-based learning; 96.34% wanted more of clinical pharmacology in the curriculum. 83.53% wanted group discussion. Difficulty level of understanding is CVS (67%), CNS (65%), ANS (59%). 44% preferred tutorials. Combined use of LCD + Blackboard (86.58) is ideal teaching method. 81.70% of students studied textbooks only. According to students, pharmacology teachers should make subject interesting (37%) and student-friendly (31%). The need for pharmacology orientation during the internship (68.29%).Conclusions: The study related to the perception and attitude of the students in learning pharmacology was positive and constructive. The students wish to learn more of clinical and practical oriented way with useful audio-visual aids, and should also be refreshed during internship. Implementation of the same would be helpful for better outcome of students.

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Attitudes toward people with mental illness among medical students

Journal of Neurosciences in Rural Practice ◽

10.4103/0976-3147.154569 ◽

2015 ◽

Vol 06 (04) ◽

pp. 001-002

Author(s):

Vijayalakshmi Poreddi ◽

Rohini Thimmaiah ◽

Suresh Bada Math

Keyword(s):

Mental Illness ◽

Medical Students ◽

Health Care Professionals ◽

Mental Health Problems ◽

Psychiatric Education ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

People With Mental Illness ◽

Students Attitudes ◽

Self Reporting Questionnaire

ABSTRACT Background: Globally, people with mental illness frequently encounter stigma, prejudice, and discrimination by public and health care professionals. Research related to medical students’f attitudes toward people with mental illness is limited from India. Aim: The aim was to assess and compare the attitudes toward people with mental illness among medical students’. Materials and Methods: A cross-sectional descriptive study design was carried out among medical students, who were exposed (n = 115) and not exposed (n = 61) to psychiatry training using self-reporting questionnaire. Results: Our findings showed improvement in students’ attitudes after exposure to psychiatry in benevolent (t = 2.510, P < 0.013) and stigmatization (t = 2.656, P < 0.009) domains. Further, gender, residence, and contact with mental illness were the factors that found to be influencing students’ attitudes toward mental illness. Conclusion: The findings of the present study suggest that psychiatric education proved to be effective in changing the attitudes of medical students toward mental illness to a certain extent. However, there is an urgent need to review the current curriculum to prepare undergraduate medical students to provide holistic care to the people with mental health problems.

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Attitudes toward people with mental illness among medical students

Journal of Neurosciences in Rural Practice ◽

10.4103/0976-3147.154564 ◽

2015 ◽

Vol 6 (03) ◽

pp. 349-354 ◽

Cited By ~ 10

Author(s):

Vijayalakshmi Poreddi ◽

Rohini Thimmaiah ◽

Suresh Bada Math

Keyword(s):

Mental Illness ◽

Medical Students ◽

Health Care Professionals ◽

Mental Health Problems ◽

Psychiatric Education ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

People With Mental Illness ◽

Students Attitudes ◽

Self Reporting Questionnaire

ABSTRACT Background: Globally, people with mental illness frequently encounter stigma, prejudice, and discrimination by public and health care professionals. Research related to medical students′ attitudes toward people with mental illness is limited from India. Aim: The aim was to assess and compare the attitudes toward people with mental illness among medical students′. Materials and Methods: A cross-sectional descriptive study design was carried out among medical students, who were exposed (n = 115) and not exposed (n = 61) to psychiatry training using self-reporting questionnaire. Results: Our findings showed improvement in students′ attitudes after exposure to psychiatry in benevolent (t = 2.510, P < 0.013) and stigmatization (t = 2.656, P < 0.009) domains. Further, gender, residence, and contact with mental illness were the factors that found to be influencing students′ attitudes toward mental illness. Conclusion: The findings of the present study suggest that psychiatric education proved to be effective in changing the attitudes of medical students toward mental illness to a certain extent. However, there is an urgent need to review the current curriculum to prepare undergraduate medical students to provide holistic care to the people with mental health problems.

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An investigation into UK medical students’ knowledge of lifestyle factors on cancer

Scottish Medical Journal ◽

10.1177/0036933017706896 ◽

2017 ◽

Vol 62 (3) ◽

pp. 110-114 ◽

Cited By ~ 4

Author(s):

S Luckman ◽

C Xiao ◽

E McLennan ◽

AS Anderson ◽

N Mutrie ◽

...

Keyword(s):

Physical Activity ◽

Medical Students ◽

Online Survey ◽

Cancer Survival ◽

Lifestyle Factors ◽

University Teaching ◽

Undergraduate Teaching ◽

Lifestyle Factor ◽

Cancer Information ◽

Undergraduate Medical Students

Background and aim Lifestyle factor modification (alcohol, smoking, obesity, diet, physical activity) has the potential to reduce cancer incidence and cancer survival. This study assessed the knowledge of lifestyle factors and cancer in undergraduate medical students. Methods and results A total of 218 students (7 UK universities) completed an online survey of nine questions in three areas: knowledge (lifestyle factors and cancer); information sources; clinical practice (witnessed clinical counselling). Diet, alcohol, smoking and physical activity were recognised as lifestyle factors by 98% of responders, while only 69% reported weight. The links of lung cancer/smoking and alcohol/liver cancer were recognised by >90%, while only 10% reported weight or physical activity being linked to any cancer. University teaching on lifestyle factors and cancer was reported by 78%: 34% rating it good/very good. GPs were witnessed giving lifestyle advice by 85% of responders. Conclusions Most respondents were aware of a relationship between lifestyle factors and cancer, mainly as a result of undergraduate teaching. Further work may widen the breadth of knowledge, and potentially improve primary and secondary cancer prevention.

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Medical Students’ Perception Regarding E- Learning during Covid-19 Lockdown Period

Journal of College of Medical Sciences-Nepal ◽

10.3126/jcmsn.v17i2.33255 ◽

2021 ◽

Vol 17 (2) ◽

pp. 101-108

Author(s):

Pratibha Manandhar ◽

Naresh Manandhar ◽

Sunil Kumar Joshi

Keyword(s):

Medical Students ◽

Conventional Method ◽

Teaching Method ◽

Cross Sectional Study ◽

Learning Activity ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Medical College ◽

E Learning ◽

Teaching Learning

Background and Objectives: Due to Covid-19 lockdown period undergraduate medical institutions across the country are moving towards e-learning for continuity of education. The purpose of this study is to determine the perceptions of students towards e-learning and to analyze medical students’ perception on e-learning vs. conventional learning. Materials and Method: This was a descriptive cross sectional study conducted by distributing an online semi-structured questionnaire consisting Likert scale to undergraduate medical students of Kathmandu Medical College. Data assembled from the survey were analyzed and Statistical package for social sciences (SPSS) 24 version software was used for data analysis. Result: A total of 273 students were enrolled in this study. Most of the students, 83.9% (229) had the perception that conventional teaching method was the best method for learning as compared to e-learning method 16.1% (44). The students mentioned that conventional method of learning is more effective to increase knowledge than e -learning (M= 3.87, M= 2.80) which was statistically significant (p=0.000). Conclusion: E-learning was the only option for students to study during lockdown period. But students preferred conventional method of learning as compared to e-learning. It might be due to some disadvantages of e-learning, eg. Technical difficulties, lack of interaction with teacher and patients, etc. So, these measures have to be addressed for improving e-learning for betterment of teaching-learning activity during these types of circumstances in future.

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Undergraduate medical students’ attitudes towards patient-centredness: a longitudinal study

MedEdPublish ◽

10.15694/mep.2017.000161 ◽

2017 ◽

Vol 6 (3) ◽

Cited By ~ 1

Author(s):

Elize Archer ◽

Ben Barend van Heerden

Keyword(s):

Longitudinal Study ◽

Medical Students ◽

Undergraduate Medical Students ◽

Students Attitudes ◽

Patient Centredness

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Comparing Blended Learning with Faculty-Led Ultrasound Training: Protocol for a Randomised Controlled Trial (The SIGNATURE Trial)

Praxis ◽

10.1024/1661-8157/a003497 ◽

2020 ◽

Vol 109 (8) ◽

pp. 636-640

Author(s):

Roman Hari ◽

Kaspar Kälin ◽

Michael Harris ◽

Robin Walter ◽

Andreas Serra

Keyword(s):

Medical Students ◽

Randomised Controlled Trial ◽

Blended Learning ◽

Teaching Method ◽

Controlled Trial ◽

Abdominal Ultrasound ◽

Undergraduate Curriculum ◽

Undergraduate Medical Students ◽

Online Questionnaire ◽

Randomised Controlled

Abstract. Background: Ultrasound is increasingly used in clinical practice as a bedside tool. As medical graduates first encounter the technique in early residency, ultrasound training needs to be integrated into the undergraduate curriculum. In Switzerland, abdominal ultrasound skills have been taught by a faculty-led, 21-hour course. However, this course does not have sufficient capacity to meet the increasing demand, and there have been doubts about its effectiveness as a teaching method. We therefore developed a 21-hour blended-learning course, comprising five hours of e-learning and 16 hours of near-peer tutoring. This study investigates whether this new teaching format is as good as, or superior to, the faculty-led method. Methods: The SIGNATURE study is an investigator-initiated, two-arm, randomised controlled trial, enrolling 152 medical students at the Universities of Bern, Fribourg and Zurich. Stratified by study site, students are 1:1 randomised to either the blended-learning course or the faculty-led 2.5-day ultrasound course. Students undergo a six-station objective structured clinical examination (OSCE) and complete an online questionnaire immediately after the course and 6 months later. Discussion: If demonstrated to be effective, the blended-learning course would allow an increase in the number of undergraduate medical students that can acquire ultrasound skills before starting their residencies.

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Comparison of OSCE Scores of Surgical Clinical Education after Face-to-face vs. Blended Learning Methods among undergraduate medical students

Journal of the Pakistan Medical Association ◽

10.47391/jpma.571 ◽

2021 ◽

pp. 1-13

Author(s):

Masood Jawaid ◽

Lubna Baig ◽

Syed Moyn Aly ◽

Admin

Keyword(s):

Medical Students ◽

Blended Learning ◽

Student Performance ◽

Clinical Education ◽

Teaching Method ◽

P Value ◽

Undergraduate Medical Students ◽

Learning Program ◽

Face To Face ◽

Significant Difference

Abstract Objective: Clinical education is an important component of undergraduate medical education. This study compares the efficacy of blended learning (BL) with contemporary face to face (F2F) teaching among medical students by assessing their OSCE scores at end of clinical posting. Methods: This experimental study was conducted in Dow University of Health Sciences from March to August 2014. Third-year medical students posted in the surgical units were divided into two groups. In the first month, one group in the unit was taught by BL while the second group posted in another unit was taught by F2F teaching. Both groups were assessed by same OSCE. In the second month, teaching method was flipped for both the groups with new learning contents. assessment was by the same OSCE for both groups. Data was analyzed by SPSS version 23 with inferential statistics with independent sample t test. Results: A total of 28 students were assessed at the end of posting OSCE in F2F group and 31 students in blended group. There was significant difference in OSCE score [p value = 0.049] after F2F teaching method (78.01 ± 13.29) as compared to BL (85.12 ± 13.77). The domain of “log book” and “clinical examination” scored higher in F2F as compared to BL group. Conclusion: This study showed that student performance can be improved with a blended surgical learning program. BL has proven to be more effective in comparison to face-to-face teaching alone, even in the setting of skill based curriculum like surgery.

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Conception and Feasibility of a Digital Tele-Guided Abdomen, Thorax, and Thyroid Gland Ultrasound Course for Medical Students (TELUS study)

Ultraschall in der Medizin - European Journal of Ultrasound ◽

10.1055/a-1528-1418 ◽

2021 ◽

Author(s):

Elena Höhne ◽

Florian Recker ◽

Erik Schmok ◽

Peter Brossart ◽

Tobias Raupach ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Flipped Classroom ◽

Teaching Method ◽

Average Score ◽

Learning Material ◽

Digital Learning ◽

Undergraduate Medical Students ◽

Final Exam ◽

Image Rating

Abstract Purpose Medical education has been transformed during the COVID-19 pandemic, creating challenges regarding adequate training in ultrasound (US). Due to the discontinuation of traditional classroom teaching, the need to expand digital learning opportunities is undeniable. The aim of our study is to develop a tele-guided US course for undergraduate medical students and test the feasibility and efficacy of this digital US teaching method. Materials and Methods A tele-guided US course was established for medical students. Students underwent seven US organ modules. Each module took place in a flipped classroom concept via the Amboss platform, providing supplementary e-learning material that was optional and included information on each of the US modules. An objective structured assessment of US skills (OSAUS) was implemented as the final exam. US images of the course and exam were rated by the Brightness Mode Quality Ultrasound Imaging Examination Technique (B-QUIET). Achieved points in image rating were compared to the OSAUS exam. Results A total of 15 medical students were enrolled. Students achieved an average score of 154.5 (SD ± 11.72) out of 175 points (88.29 %) in OSAUS, which corresponded to the image rating using B-QUIET. Interrater analysis of US images showed a favorable agreement with an ICC (2.1) of 0.895 (95 % confidence interval 0.858 < ICC < 0.924). Conclusion US training via teleguidance should be considered in medical education. Our pilot study demonstrates the feasibility of a concept that can be used in the future to improve US training of medical students even during a pandemic.

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