1
|
Raj BN, Shivakumar BK, Vinay HR. A cross-sectional study of opinion about mental illness among undergraduate medical students with and without exposure to the psychiatry clinical rotation/postings during their undergraduate training. Indian J Psychiatry 2023; 65:853-861. [PMID: 37736224 PMCID: PMC10510633 DOI: 10.4103/indianjpsychiatry.indianjpsychiatry_87_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Revised: 06/05/2023] [Accepted: 07/12/2023] [Indexed: 09/23/2023] Open
Abstract
Background A positive attitude toward mental illness is a prerequisite for the provision of holistic care. Thus, a study was undertaken to know the opinion about mental illness among medical students with and without exposure to the psychiatry clinical rotation/postings during their undergraduate training. Materials and Methods This is a descriptive, cross-sectional study conducted at Adichunchanagiri Institute of Medical Sciences (AIMS), Karnataka. The sample comprised medical undergraduate students with and without exposure to psychiatry clinical postings, respectively. Self-administered socio-demographic and opinion about mental illness (OMI) questionnaires were used to collect the data. Result Medical undergraduates from 1st and 2nd years who were unexposed to psychiatry and students from 3rd and 4th years who had exposure to psychiatry constituted about 52.17% (n = 252) and 47.83% (n = 231) of the overall sample size. A positive opinion toward mental illness was seen across various subsections of OMI questionnaire, especially in students who had attended psychiatry clinical posting. Conclusion Opinions can change based on one's experiences. A positive opinion toward mental illness was seen across medical undergraduate students who had completed psychiatry clinical postings in our study. The study provides valuable insights across various domains or areas wherein a teacher can focus and adjust the teaching methodologies accordingly. In the long run, it might have a positive influence on medical students to understand mental disorders, diagnose them, and manage patients with mental illness.
Collapse
Affiliation(s)
- B. Neeraj Raj
- Department of Psychiatry, Dr. Chandramma Dayananda Sagar Medical Education and Research, Ramanagara, Karnataka, India
| | - B. K. Shivakumar
- Department of Psychiatry, Adichunchanagiri Medical College and Research Center, B G Nagara, Mandya, Karnataka, India
| | - H. R. Vinay
- Department of Psychiatry, Adichunchanagiri Medical College and Research Center, B G Nagara, Mandya, Karnataka, India
| |
Collapse
|
2
|
Pedro MR, Palha AP, Ferreira MA. Psychiatry and mental health teaching programs of eight portuguese-speaking schools of medicine: A comparative analysis. Front Public Health 2022; 10:936177. [PMID: 36420002 PMCID: PMC9676486 DOI: 10.3389/fpubh.2022.936177] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Accepted: 10/12/2022] [Indexed: 11/09/2022] Open
Abstract
Background Improvement of teaching methods in psychiatry has been the subject of permanent adaptation and innovation. Strengthening graduate education skills in psychiatry and mental health will allow physicians to have the knowledge, skills, and attitudes to carry out early diagnosis and treatment at primary healthcare settings, taking into consideration that the population should benefit from the best interventions by general practitioners. Objective The objective of this study was to examine how the undergraduate program of psychiatry and mental health subject in the schools of medicine of the Community of Portuguese-Speaking Countries in the three continents is structured. Methods The methods include a narrative description of the program of psychiatry, the workload, the delivery and assessment methods, and the ethical and socio-cultural aspects in psychiatry and research made by the director of the course of psychiatry in Portugal, Brazil, and Mozambique. Results Eight schools of medicine from Portugal, Brazil, and Mozambique participated in the study. All these schools use standards which are defined by the regulatory bodies of their countries. The teaching year varied between the third and the sixth. The workload varied between 140 and 224 h. Topics were addressed in presence or virtual methods. Combined qualitative and quantitative assessment is done to encompass competencies, skills and knowledge based on clinical histories, ongoing assessment, seminars, and final written tests. Ethical and socio-cultural aspects in various strands are taught to be linked to the local reality. Research is encouraged by using grants. Conclusion Teaching psychiatry follows global and national standards and is organized according to the reality of each country. Psychiatry departments from these three continents invest in teaching methodologies that encourage self-knowledge and the development of critical thinking, which is evaluated in a holistic context. The authors consider that the programs should have a workload according to the current burden of mental illness.
Collapse
Affiliation(s)
- Maria Rosel Pedro
- Departamento de Medicina, Faculdade de Medicina, Universidade Eduardo Mondlane, Maputo, Mozambique,*Correspondence: Maria Rosel Pedro
| | - Antonio Pacheco Palha
- Departamento de Psiquiatria, Faculdade de Medicina, Universidade do Porto, Porto, Portugal
| | - Maria Amelia Ferreira
- Departamento de Ciências da Saúde Publica e Forenses e Educacao Medica, Faculdade de Medicina, Universidade do Porto, Porto, Portugal
| |
Collapse
|
3
|
Ruben JP, Shah H, Sreedaran P, Chandran S, Selvam S, Kurpad SS. Effective and innovative teaching methods in psychiatry for the medical undergraduates in South India: An exploratory study of teachers' and students' perspectives. Indian J Psychiatry 2022; 64:545-554. [PMID: 36714668 PMCID: PMC9881718 DOI: 10.4103/indianjpsychiatry.indianjpsychiatry_954_21] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 04/18/2022] [Accepted: 06/22/2022] [Indexed: 11/29/2022] Open
Abstract
Background Effective teaching methods are important in psychiatry. Previous studies have focused on the assessment of students about the effective teaching methods but not on a self-assessment by teachers. Aims Primary objective is to evaluate the teachers' and students' perspectives of effective teaching methods in psychiatry for medical undergraduates. Secondary objectives include assessment of the concordance of each item and exploring innovative teaching methods. Settings and Design A cross-sectional study design used in teachers and medical students from St. John's Medical College, Bangalore (India). Methods and Material A modified teachers and medical students perspectives of effective psychiatry teaching methods were used. Statistical Analysis Differences in continuous variable assessed with independent sample-test and categorical variables with Chi-square test. The Domain scores were divided into tertiles and the highest and lowest tertiles were analyzed. Results Both students and teachers had high perspectives on most of the teaching methods. Differences were found in items such as "using multimedia slide effectively," "good sense of humor while teaching," "presentation summarizes the key points," and "presentation links ideas effectively." Role play-based and live/simulated patient-based teachings were reported most frequently by both. Significantly, a higher proportion of the 6th term students and a lesser proportion of teachers were associated with the lowest tertiles for Domain 1, 2, and 3. Significantly, increased number of 8th term students were found in the higher tertiles in Domain 3. Conclusions These findings have practical implications in identifying the gaps in effective teaching methods by the teachers. Teachers can improve their teaching methods by upgrading their presentation skills, employing new and innovative teaching skills.
Collapse
Affiliation(s)
- Johnson-Pradeep Ruben
- Department of Psychiatry, St John’s Medical College, Sarjapur Road, Bengaluru, Karnataka, India
| | - Henal Shah
- Department of Psychiatry, TNMC and Nair Hospital, Co-Director, GSMC- FAIMER Regional Institute, Mumbai, Maharashtra, India
| | - Priya Sreedaran
- Department of Psychiatry, St John’s Medical College, Sarjapur Road, Bengaluru, Karnataka, India
| | - Suhas Chandran
- Department of Psychiatry, St John’s Medical College, Sarjapur Road, Bengaluru, Karnataka, India
| | - Sumithra Selvam
- Division of Epidemiology and Population Health, St John’s Research Institute, St John’s Medical College, Sarjapur Road, Bengaluru, Karnataka, India
| | - Sunita Simon Kurpad
- Department of Psychiatry, St John’s Medical College, Sarjapur Road, Bengaluru, Karnataka, India
| |
Collapse
|
4
|
Salazar LJ, Chari U, Sharma P, Sreedaran P. Facilitators and Barriers to Student Learning and Impact of an Undergraduate Clinical Posting in Psychiatry: A Thematic Analysis. Indian J Psychol Med 2022; 44:392-398. [PMID: 35949635 PMCID: PMC9301752 DOI: 10.1177/02537176211056366] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
BACKGROUND There is an absence of information on empirical evaluation of undergraduate psychiatry training programs in India. We aimed to evaluate a clinical posting in psychiatry for undergraduate medical students. METHODS We employed levels one and two of Kirkpatrick's four-level program evaluation model. The qualitative study used written feedback that was collected using a semistructured questionnaire. For quantitative metrics, we used end-of-posting assessment scores and frequencies of standard comments provided by examiners on case-based discussions with students to evaluate their clinical skills. RESULTS We obtained written feedback from 40 female and 19 male fifth-semester students. We identified facilitators (patient interaction, outpatient department observation and teaching, demonstration of signs, case presentation and discussion, evening posting, observation of clinical work, use of anecdotes while teaching, and lectures by senior faculty) and barriers (organizational issues related to evening posting and disinterest in didactic teaching) to the students learning psychiatry, and the perceived impact of the posting for the students (changed attitudes, knowledge, self-efficacy, and skills acquired). The mean total score on case-based discussion, assigned to 22 groups of students, was 3.86 out of 5. CONCLUSION We described the impact of the posting and identified unique facilitators and barriers to students' learning in psychiatry. These findings will inform the choice of teaching-learning methods in the context of the new Competency-Based undergraduate Medical Education (CBME) curriculum.
Collapse
Affiliation(s)
- Luke Joshua Salazar
- Dept. of Psychiatry, St. John's Medical College, Bengaluru, Karnataka, India
| | - Uttara Chari
- Dept. of Clinical Psychology, St. John's Medical College, Bengaluru, Karnataka, India
| | - Pratheek Sharma
- Dept. of Psychiatry, St. John's Medical College, Bengaluru, Karnataka, India
| | - Priya Sreedaran
- Dept. of Psychiatry, St. John's Medical College, Bengaluru, Karnataka, India
| |
Collapse
|
5
|
Kallivayalil RA, Enara A. Education and training in psychiatry in South Asian countries. Asia Pac Psychiatry 2021; 13:e12494. [PMID: 34873853 DOI: 10.1111/appy.12494] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Accepted: 09/29/2021] [Indexed: 11/28/2022]
Abstract
"Show me a sane man and I will cure him for you."-Carl Jung. Essentially, Jung was saying that a sane man does not exist. Emotional problems and difficulties are present in a benign form in the vast majority of people. Therefore, psychiatric education should focus on the very common nature of mental and emotional problems. Training of psychiatrists to provide the best quality care and conduct the highest quality research continues to remain a priority across the globe. The treatment and training gaps in many countries continue despite the sustained efforts at improving these, especially in low- and middle-income (LAMI) countries. Although many LAMI countries have improved curricula for undergraduate and postgraduate training, yet the treatment and training gap continues. This article will look to explore education and training in psychiatry in some of the South Asian countries with a special focus on India.
Collapse
Affiliation(s)
- Roy Abraham Kallivayalil
- Department of Psychiatry, Pushpagiri Institute of Medical Sciences and Research Centre, Thiruvalla, Kerala, India
| | - Arun Enara
- Department of Psychiatry, Hertfordshire Partnership Foundation NHS Trust, Hertfordshire, UK
| |
Collapse
|
6
|
Arafat SMY, Kar SK, Sharma P, Marahatta K, Baminiwatta AKAB. A comparative analysis of psychiatry curriculum at undergraduate level of Bangladesh, India, Nepal, and Sri Lanka. Indian J Psychiatry 2021; 63:184-188. [PMID: 34194064 PMCID: PMC8214130 DOI: 10.4103/psychiatry.indianjpsychiatry_615_20] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/02/2020] [Revised: 07/08/2020] [Accepted: 02/25/2021] [Indexed: 11/04/2022] Open
Affiliation(s)
- S M Yasir Arafat
- Department of Psychiatry, Enam Medical College and Hospital, Dhaka, Bangladesh
| | - Sujita Kumar Kar
- Department of Psychiatry, King George's Medical University, Lucknow, Uttar Pradesh, India
| | - Pawan Sharma
- Department of Psychiatry, School of Medicine, Patan Academy of Health Sciences, Lalitpur, Nepal
| | - Kedar Marahatta
- Department of Psychiatry, School of Medicine, Patan Academy of Health Sciences, Lalitpur, Nepal
| | - A K A B Baminiwatta
- Department of Psychiatry, Faculty of Medicine, University of Kelaniya, Ragama, Sri Lanka
| |
Collapse
|
7
|
Einstein EH, Klepacz L. What Influences Mental Illness? Discrepancies Between Medical Education and Conception. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2017; 4:2382120517705123. [PMID: 29349333 PMCID: PMC5736266 DOI: 10.1177/2382120517705123] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2017] [Accepted: 03/27/2017] [Indexed: 05/10/2023]
Abstract
OBJECTIVE This preliminary study examined the differences between what was taught during a formal medical education and medical students' and psychiatry residents' conceptions of notions regarding the causes and determinants of mental illness. METHODS The authors surveyed 74 medical students and 11 residents via convenience sampling. The survey contained 18 statements which were rated twice based on truthfulness in terms of a participant's formal education and conception, respectively. Descriptive statistics and a Wilcoxon signed rank test determined differences between education and conception. RESULTS Results showed that students were less likely to perceive a neurotransmitter imbalance to cause mental illness, as opposed to what was emphasized during a formal medical education. Students and residents also understood the importance of factors such as systemic racism and socioeconomic status in the development of mental illness, which were factors that did not receive heavy emphasis during medical education. Furthermore, students and residents believed that not only did mental illnesses have nonuniform pathologies, but that the Diagnostic and Statistical Manual of Mental Disorders also had the propensity to sometimes arbitrarily categorize individuals with potentially negative consequences. CONCLUSIONS If these notions are therefore part of students' and residents' conceptions, as well as documented in the literature, then it seems appropriate for medical education to be further developed to emphasize these ideas.
Collapse
Affiliation(s)
- Evan Hy Einstein
- New York Medical College, Valhalla, NY, USA
- Evan Hy Einstein, New York Medical College, 40 Sunshine Cottage Road, Valhalla, NY 10595, USA.
| | - Lidia Klepacz
- Department of Psychiatry, Westchester Medical Center, Valhalla, NY, USA
| |
Collapse
|
8
|
Bayetti C, Jadhav S, Deshpande SN. How do psychiatrists in India construct their professional identity? A critical literature review. Indian J Psychiatry 2017; 59:27-38. [PMID: 28529358 PMCID: PMC5419009 DOI: 10.4103/psychiatry.indianjpsychiatry_16_17] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
Psychiatric practice in India is marked by an increasing gulf between largely urban-based mental health professionals and a majority rural population. Based on the premise that any engagement is a mutually constructed humane process, an understanding of the culture of psychiatry including social process of local knowledge acquisition by trainee psychiatrists is critical. This paper reviews existing literature on training of psychiatrists in India, the cultural construction of their professional identities and autobiographical reflections. The results reveal a scarcity of research on how identities, knowledge, and values are constructed, contested, resisted, sustained, and operationalized through practice. This paper hypothesizes that psychiatric training and practice in India continues to operate chiefly in an instrumental fashion and bears a circular relationship between cultural, hierarchical training structures and patient-carer concerns. The absence of interpretative social science training generates a professional identity that predominantly focuses on the patient and his/her social world as the site of pathology. Infrequent and often superfluous critical cultural reflexivity gained through routine clinical practice further alienates professionals from patients, caregivers, and their own social landscapes. This results in a peculiar brand of theory and practice that is skewed toward a narrow understanding of what constitutes suffering. The authors argue that such omissions could be addressed through nuanced ethnographies on the professional development of psychiatrists during postgraduate training, including the political economies of their social institutions and local cultural landscapes. Further research will also help enhance culturally sensitive epistemology and shape locally responsive mental health training programs. This is critical for majority rural Indians who place their trust in State biomedical care.
Collapse
Affiliation(s)
- Clement Bayetti
- Division of Psychiatry, University College London, London WC1E 6BT, United Kingdom
| | - Sushrut Jadhav
- Division of Psychiatry, University College London, London WC1E 6BT, United Kingdom
| | - Smita N. Deshpande
- Department of Psychiatry, Centre of Excellence in Mental Health, Post Graduate Institute of Medical Education and Research, Dr. Ram Manohar Lohia Hospital, New Delhi, India
| |
Collapse
|
9
|
Bhise MC, Marwale AV, Deshmukh AS, Saoji SG. Impact of differences in psychiatry curriculum of undergraduate medical and physiotherapy students on their attitude towards psychiatry. Indian J Psychiatry 2016; 58:208-11. [PMID: 27385856 PMCID: PMC4919967 DOI: 10.4103/0019-5545.183780] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
BACKGROUND Negative attitude toward psychiatry (ATP) among medical students is a serious concern. Some studies have concluded that after training in the subject, attitude changes toward positive side. Currently in India, medical students have a less intense course without separate exam or binding to attend training whereas physiotherapy students have more intense course with separate subject exam and binding to attend training in psychiatry. OBJECTIVE To ascertain and compare the positive and negative ATP in final year MBBS students and final year physiotherapy (BPTh) students who have completed psychiatry curriculum. METHODS This is a cross-sectional study with semi-structured pro forma for sociodemographic variables and ATP-30 questionnaire to evaluate ATP of 94 medical and physiotherapy students each. Nonparametric methods were used for statistical analysis with appropriate tests of significance and P value was set at 0.05. RESULTS Mean ATP-30 score for medical students was 91.9 (standard deviation [SD] =7.0) and that of physiotherapy students was 105.8 (SD = 9.7), this difference in two groups was highly significant (Kruskal-Wallis H = 81.3, df = 1, P < 0.001). Of all medical students, 36 (41.4%) had negative attitude while only 2 (2.1%) of the physiotherapy students had negative ATP (χ(2) = 41.7, P < 0.001). Boys were 2.6 times more likely to have negative ATP than girls (relative risk = 2.6, P = 0.005). CONCLUSIONS Physiotherapy students with intense and planned training in psychiatry as an exam subject have significantly more positive ATP than medical students.
Collapse
Affiliation(s)
| | | | | | - Sanjeev Gopal Saoji
- Department of Psychiatry, MGM's Medical College, Aurangabad, Maharashtra, India
| |
Collapse
|
10
|
Poreddi V, Thimmaiah R, Math SB. Attitudes toward people with mental illness among medical students. J Neurosci Rural Pract 2015; 6:349-54. [PMID: 26167018 PMCID: PMC4481789 DOI: 10.4103/0976-3147.154564] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
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.
Collapse
Affiliation(s)
| | - Rohini Thimmaiah
- Department of Psychiatry, Vydehi Institute of Medical Sciences and Research Center, Bengaluru, Karnataka, India
| | - Suresh Bada Math
- Department of Psychiatry, National Institute of Mental Health and Neuro Sciences, Bengaluru, Karnataka, India
| |
Collapse
|
11
|
Affiliation(s)
- Sujita Kumar Kar
- Department of Psychiatry, King George's Medical University, Lucknow, Uttar Pradesh, India
| |
Collapse
|
12
|
Karukivi M, Saxen U, Haapasalo-Pesu KM. Improving recruitment into psychiatry: a summer school for medical students combining clinical work and education. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2014; 38:647-651. [PMID: 24469924 DOI: 10.1007/s40596-014-0043-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2013] [Accepted: 01/09/2014] [Indexed: 06/03/2023]
|
13
|
Affiliation(s)
- K S Shaji
- Department of Psychiatry, Government Medical College, Thrissur, Kerala, India E-mail:
| | - K S Jyothi
- Department of Psychiatry, Government Medical College, Thrissur, Kerala, India E-mail:
| |
Collapse
|