We congratulate Kennedy & Belgamwar[1][1] for adding to the evidence base for the beneficial effects of work experience placements (WEPs) for secondary school pupils on stigma and recruitment, the two major problems facing psychiatry. We searched the websites of all 54 mental health trusts (MHTs)
{"title":"Availability of work experience placements in psychiatry: the real picture.","authors":"Ann Maria Albert, Abdul Raoof","doi":"10.1192/pb.38.6.306a","DOIUrl":"https://doi.org/10.1192/pb.38.6.306a","url":null,"abstract":"We congratulate Kennedy & Belgamwar[1][1] for adding to the evidence base for the beneficial effects of work experience placements (WEPs) for secondary school pupils on stigma and recruitment, the two major problems facing psychiatry.\u0000\u0000We searched the websites of all 54 mental health trusts (MHTs)","PeriodicalId":90710,"journal":{"name":"Psychiatric bulletin (2014)","volume":"38 6","pages":"306"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1192/pb.38.6.306a","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32906888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There are factual errors in Dr Alan Gibson’s letter in the August 2014 issue.1 By the time he worked, as he says, in the ‘intellectual giant’, Martin Roth’s insulin unit, 1956–1959, my two papers which showed there was, over 20 years, no serious evidence for insulin coma being of any value in schizophrenia – ‘The insulin myth’2 and ‘Insulin coma in decline’3 – had both been published and were being acted upon worldwide. However, Roth in his psychiatry textbook in 1961, a few years later, made no mention of any of this but actually still continued to advocate insulin coma therapy as if there were nowhere any doubts about it. However, I was indebted to Martin Roth for sponsoring my resolution at the World Psychiatric Association in 1973 to expel the Soviet Association for permitting the imprisonment of political dissidents in Soviet mental hospitals.
{"title":"Insulin coma therapy: let's be factual.","authors":"Harold Bourne","doi":"10.1192/pb.38.6.308","DOIUrl":"https://doi.org/10.1192/pb.38.6.308","url":null,"abstract":"There are factual errors in Dr Alan Gibson’s letter in the August 2014 issue.1 By the time he worked, as he says, in the ‘intellectual giant’, Martin Roth’s insulin unit, 1956–1959, my two papers which showed there was, over 20 years, no serious evidence for insulin coma being of any value in schizophrenia – ‘The insulin myth’2 and ‘Insulin coma in decline’3 – had both been published and were being acted upon worldwide. However, Roth in his psychiatry textbook in 1961, a few years later, made no mention of any of this but actually still continued to advocate insulin coma therapy as if there were nowhere any doubts about it. \u0000 \u0000However, I was indebted to Martin Roth for sponsoring my resolution at the World Psychiatric Association in 1973 to expel the Soviet Association for permitting the imprisonment of political dissidents in Soviet mental hospitals.","PeriodicalId":90710,"journal":{"name":"Psychiatric bulletin (2014)","volume":"38 6","pages":"308"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1192/pb.38.6.308","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32906892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article by Kennedy & Belgamwar1 nicely illustrates the importance of work experience in psychiatry for secondary school pupils. Unfortunately, this can be difficult to arrange in mental health trusts, despite recent guidance by the Royal College of Psychiatrists.2 Avon and Wiltshire Mental Health Partnership NHS Trust (AWP) Medical Education Department recently joined forces with Bristol University to provide a week-long summer school event for local sixth-formers. This programme included 2 days of work experience with consultant psychiatrists and their teams as well as half a day with local general practitioners. This followed extensive work by AWP to change their work experience policy to allow 17-year-olds to participate. Our event consisted of taught sessions, similar to the programme detailed by Kennedy & Belgamwar, to help the sixth-formers explore what it might be like to be a medical student and doctor, as well as a session entitled ‘What is mental health?’. Our aim was to additionally support sixth-formers in their application to medical school and so we also provided sessions for personal statement advice and interview practice. We held an evening social event with an opportunity for parents and guardians to attend a question and answer session while the pupils watched and discussed a film related to psychiatry. A summer school competition was held encouraging pupils to write a reflective piece on their experiences of the week, for which they produced some excellent and thoughtful pieces of work. All pupils were allocated a mentor, either a medical student or trainee in psychiatry, to provide support before, during and following the event. Feedback from participants, parents and teachers has been very positive following our event, with pupils particularly valuing work experience, personal statement advice, interview practice sessions and being allocated a mentor. It was fantastic to hear them talking about their positive experiences of psychiatry during mock interview practice sessions. Encouragingly, 67% of our participants said that they would consider a career in psychiatry (‘strongly agree’ or ‘agree’) following the event. Kennedy & Belgamwar’s piece gives some excellent ideas for work experience programmes for secondary school pupils. I hope that more work experience and summer school programmes such as ours can be developed across the country, with the success and positive outcomes shown encouraging mental health trusts to lower their age limits for work experience to enable this.
{"title":"More support from mental health trusts needed to enable exposure to psychiatry for secondary school pupils.","authors":"Elizabeth Ewins","doi":"10.1192/pb.38.6.306","DOIUrl":"https://doi.org/10.1192/pb.38.6.306","url":null,"abstract":"The article by Kennedy & Belgamwar1 nicely illustrates the importance of work experience in psychiatry for secondary school pupils. Unfortunately, this can be difficult to arrange in mental health trusts, despite recent guidance by the Royal College of Psychiatrists.2 \u0000 \u0000Avon and Wiltshire Mental Health Partnership NHS Trust (AWP) Medical Education Department recently joined forces with Bristol University to provide a week-long summer school event for local sixth-formers. This programme included 2 days of work experience with consultant psychiatrists and their teams as well as half a day with local general practitioners. This followed extensive work by AWP to change their work experience policy to allow 17-year-olds to participate. \u0000 \u0000Our event consisted of taught sessions, similar to the programme detailed by Kennedy & Belgamwar, to help the sixth-formers explore what it might be like to be a medical student and doctor, as well as a session entitled ‘What is mental health?’. Our aim was to additionally support sixth-formers in their application to medical school and so we also provided sessions for personal statement advice and interview practice. We held an evening social event with an opportunity for parents and guardians to attend a question and answer session while the pupils watched and discussed a film related to psychiatry. A summer school competition was held encouraging pupils to write a reflective piece on their experiences of the week, for which they produced some excellent and thoughtful pieces of work. All pupils were allocated a mentor, either a medical student or trainee in psychiatry, to provide support before, during and following the event. \u0000 \u0000Feedback from participants, parents and teachers has been very positive following our event, with pupils particularly valuing work experience, personal statement advice, interview practice sessions and being allocated a mentor. It was fantastic to hear them talking about their positive experiences of psychiatry during mock interview practice sessions. Encouragingly, 67% of our participants said that they would consider a career in psychiatry (‘strongly agree’ or ‘agree’) following the event. \u0000 \u0000Kennedy & Belgamwar’s piece gives some excellent ideas for work experience programmes for secondary school pupils. I hope that more work experience and summer school programmes such as ours can be developed across the country, with the success and positive outcomes shown encouraging mental health trusts to lower their age limits for work experience to enable this.","PeriodicalId":90710,"journal":{"name":"Psychiatric bulletin (2014)","volume":"38 6","pages":"306"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1192/pb.38.6.306","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32908263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For some people, case reports and case series are at the cornerstone of medical progress as they permit the discovery of new diseases, unexpected effects of treatments, recognition of rare manifestations of disease, and have a key role in medical education. Although regarded at the bottom of the
{"title":"More case reports in child psychiatry needed.","authors":"Victoria Fernandez","doi":"10.1192/pb.38.6.307","DOIUrl":"https://doi.org/10.1192/pb.38.6.307","url":null,"abstract":"For some people, case reports and case series are at the cornerstone of medical progress as they permit the discovery of new diseases, unexpected effects of treatments, recognition of rare manifestations of disease, and have a key role in medical education. Although regarded at the bottom of the","PeriodicalId":90710,"journal":{"name":"Psychiatric bulletin (2014)","volume":"38 6","pages":"307"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1192/pb.38.6.307","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32906890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-10-01DOI: 10.1192/pb.bp.113.044396
Aaron K Vallance, Ashish Hemani, Victoria Fernandez, Daniel Livingstone, Kerri McCusker, Maria Toro-Troconis
Aims and method To develop and evaluate a novel teaching session on clinical assessment using role play simulation. Teaching and research sessions occurred sequentially in computer laboratories. Ten medical students were divided into two online small-group teaching sessions. Students role-played as clinician avatars and the teacher played a suicidal adolescent avatar. Questionnaire and focus-group methodology evaluated participants' attitudes to the learning experience. Quantitative data were analysed using SPSS, qualitative data through nominal-group and thematic analyses. Results Participants reported improvements in psychiatric skills/knowledge, expressing less anxiety and more enjoyment than role-playing face to face. Data demonstrated a positive relationship between simulator fidelity and perceived utility. Some participants expressed concern about added value over other learning methods and non-verbal communication. Clinical implications The study shows that virtual worlds can successfully host role play simulation, valued by students as a useful learning method. The potential for distance learning would allow delivery irrespective of geographical distance and boundaries.
{"title":"Using virtual worlds for role play simulation in child and adolescent psychiatry: an evaluation study.","authors":"Aaron K Vallance, Ashish Hemani, Victoria Fernandez, Daniel Livingstone, Kerri McCusker, Maria Toro-Troconis","doi":"10.1192/pb.bp.113.044396","DOIUrl":"https://doi.org/10.1192/pb.bp.113.044396","url":null,"abstract":"<p><p>Aims and method To develop and evaluate a novel teaching session on clinical assessment using role play simulation. Teaching and research sessions occurred sequentially in computer laboratories. Ten medical students were divided into two online small-group teaching sessions. Students role-played as clinician avatars and the teacher played a suicidal adolescent avatar. Questionnaire and focus-group methodology evaluated participants' attitudes to the learning experience. Quantitative data were analysed using SPSS, qualitative data through nominal-group and thematic analyses. Results Participants reported improvements in psychiatric skills/knowledge, expressing less anxiety and more enjoyment than role-playing face to face. Data demonstrated a positive relationship between simulator fidelity and perceived utility. Some participants expressed concern about added value over other learning methods and non-verbal communication. Clinical implications The study shows that virtual worlds can successfully host role play simulation, valued by students as a useful learning method. The potential for distance learning would allow delivery irrespective of geographical distance and boundaries. </p>","PeriodicalId":90710,"journal":{"name":"Psychiatric bulletin (2014)","volume":"38 5","pages":"204-10"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1192/pb.bp.113.044396","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32721925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In their qualitative study, we imagine that Martean & Evans1 captured the views of the majority of psychiatrists on their experiences of prescribing for personality disorder. Although we could identify with all of the themes determined as reasons for prescribing, we feel that the article highlighted a number of worrying trends within the profession that need to be addressed. There appears to have been a shift away from a psychotherapeutic approach in psychiatry toward a distinct reliance on prescribing. The authors describe a theme of utilising prescribing as a method of communicating empathy. We would argue that it is disappointing if psychiatrists can only demonstrate empathy through the use of a prescription pad. It would seem that potential harm, in the form of possible serious side-effects, addiction, polypharmacy and indeed overdose facilitated by such a prescription may be more likely than benefit. Primum non nocere would suggest that, in the absence of convincing evidence for prescribing for personality disorders, the responsibility lies with the doctor to examine alternatives. The authors themselves identify one potential solution in their recognition that ‘problems as much or perhaps more than diagnosis may be crucial to explore for patients with personality disorder’. Problem-solving therapy has been shown to improve depression, hopelessness and personal problems in patients who self-harm2 and has demonstrated specific benefit as a preliminary measure for patients with a personality disorder.3 Perhaps this may be a useful initial intervention to avoid feeling helpless in such consultations. Longer-term options such as dialectical behaviour therapy and specialised counselling for trauma experienced in childhood allow deflection away from the prescription. While we acknowledge that treating patients with personality disorders is often challenging, we believe the profession needs to move away from the notion of ‘I prescribe, therefore I am’. Ultimately, the increased focus on psychotherapy in the updated curricula of both the Royal College of Psychiatrists and the College of Psychiatrists of Ireland represents a positive paradigm shift in training toward a return to the psychotherapeutic, rather than solely prescribing, role of the psychiatrist.
{"title":"I prescribe, therefore I am?","authors":"Melissa Gill, MacDara McCauley","doi":"10.1192/pb.38.5.250a","DOIUrl":"https://doi.org/10.1192/pb.38.5.250a","url":null,"abstract":"In their qualitative study, we imagine that Martean & Evans1 captured the views of the majority of psychiatrists on their experiences of prescribing for personality disorder. Although we could identify with all of the themes determined as reasons for prescribing, we feel that the article highlighted a number of worrying trends within the profession that need to be addressed. \u0000 \u0000There appears to have been a shift away from a psychotherapeutic approach in psychiatry toward a distinct reliance on prescribing. The authors describe a theme of utilising prescribing as a method of communicating empathy. We would argue that it is disappointing if psychiatrists can only demonstrate empathy through the use of a prescription pad. It would seem that potential harm, in the form of possible serious side-effects, addiction, polypharmacy and indeed overdose facilitated by such a prescription may be more likely than benefit. Primum non nocere would suggest that, in the absence of convincing evidence for prescribing for personality disorders, the responsibility lies with the doctor to examine alternatives. \u0000 \u0000The authors themselves identify one potential solution in their recognition that ‘problems as much or perhaps more than diagnosis may be crucial to explore for patients with personality disorder’. Problem-solving therapy has been shown to improve depression, hopelessness and personal problems in patients who self-harm2 and has demonstrated specific benefit as a preliminary measure for patients with a personality disorder.3 Perhaps this may be a useful initial intervention to avoid feeling helpless in such consultations. Longer-term options such as dialectical behaviour therapy and specialised counselling for trauma experienced in childhood allow deflection away from the prescription. \u0000 \u0000While we acknowledge that treating patients with personality disorders is often challenging, we believe the profession needs to move away from the notion of ‘I prescribe, therefore I am’. Ultimately, the increased focus on psychotherapy in the updated curricula of both the Royal College of Psychiatrists and the College of Psychiatrists of Ireland represents a positive paradigm shift in training toward a return to the psychotherapeutic, rather than solely prescribing, role of the psychiatrist.","PeriodicalId":90710,"journal":{"name":"Psychiatric bulletin (2014)","volume":"38 5","pages":"250-1"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1192/pb.38.5.250a","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32722840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We read with interest the article by Rohricht & Elanjithara.1 They have succinctly presented outcomes associated with delivering a liaison service for medically unexplained symptoms in a community setting. They usefully highlight the absence of current guidelines for the management of medically unexplained symptoms in primary care. Evidence for treating medically unexplained symptoms has, until now, been dominated by talking therapies.2 Patients often describe a perceived mismatch between their physical problems and the offered psychological solutions. They have come to associate body-based problems with body-based solutions and this mismatch may contribute to reluctance in considering psychological therapy. Only 29% of patients referred to body-oriented psychological therapy (BOPT) participated in assessment and treatment, predominantly from an Asian background.1 As Rohricht & Elanjithara propose, talking therapies may be less acceptable, especially to Black and minority ethnic populations seeking body-based solutions. While the authors have given us an introduction to BOPT, one still does not grasp how this therapy was delivered in practice. For instance, 106 out of 113 patients received a mental health diagnosis. One wonders what the remainder were thought to have. The importance of this is that most existing models for treatment of medically unexplained symptoms have been limited by the ‘uni-professional’ nature of treating teams,3 including the one described. Distress associated with unmet social needs may indeed undergo ‘conversion’ to physical symptoms and where expertise is limited to any one professional discipline then outcomes may be affected. This study highlights what may be flawed about the current policy focus on only psychological treatments for these patients. It shows the value of establishing or clarifying diagnoses. It may also be that establishment on psychotropics can help patients to then engage in psychological therapy. The authors noted that about a quarter of those who received a referral did not attend their initial appointment. Current models of treatment depend on patients turning up for appointments that they may not even remember. They may have been too disabled by their symptoms at the time of appointment or may have considered non-acute services as not useful. These problems are further compounded by the frequently different location of liaison services. Perhaps commissioning for co-location of services and the adoption of assertive outreach approaches may be ways around this block. Persons with medically unexplained symptoms are often not perceived as having chronic, enduring, mental and physical illness. There is a need for greater awareness of the suffering experienced by this group of patients and the enormous toll that they may take on acute and community services.4
{"title":"Reflections on the management of medically unexplained symptoms.","authors":"Chizoba Unigwe, Matthew Rowett, Itoro Udo","doi":"10.1192/pb.38.5.252","DOIUrl":"https://doi.org/10.1192/pb.38.5.252","url":null,"abstract":"We read with interest the article by Rohricht & Elanjithara.1 They have succinctly presented outcomes associated with delivering a liaison service for medically unexplained symptoms in a community setting. They usefully highlight the absence of current guidelines for the management of medically unexplained symptoms in primary care. \u0000 \u0000Evidence for treating medically unexplained symptoms has, until now, been dominated by talking therapies.2 Patients often describe a perceived mismatch between their physical problems and the offered psychological solutions. They have come to associate body-based problems with body-based solutions and this mismatch may contribute to reluctance in considering psychological therapy. Only 29% of patients referred to body-oriented psychological therapy (BOPT) participated in assessment and treatment, predominantly from an Asian background.1 As Rohricht & Elanjithara propose, talking therapies may be less acceptable, especially to Black and minority ethnic populations seeking body-based solutions. While the authors have given us an introduction to BOPT, one still does not grasp how this therapy was delivered in practice. \u0000 \u0000For instance, 106 out of 113 patients received a mental health diagnosis. One wonders what the remainder were thought to have. The importance of this is that most existing models for treatment of medically unexplained symptoms have been limited by the ‘uni-professional’ nature of treating teams,3 including the one described. Distress associated with unmet social needs may indeed undergo ‘conversion’ to physical symptoms and where expertise is limited to any one professional discipline then outcomes may be affected. This study highlights what may be flawed about the current policy focus on only psychological treatments for these patients. It shows the value of establishing or clarifying diagnoses. It may also be that establishment on psychotropics can help patients to then engage in psychological therapy. \u0000 \u0000The authors noted that about a quarter of those who received a referral did not attend their initial appointment. Current models of treatment depend on patients turning up for appointments that they may not even remember. They may have been too disabled by their symptoms at the time of appointment or may have considered non-acute services as not useful. These problems are further compounded by the frequently different location of liaison services. Perhaps commissioning for co-location of services and the adoption of assertive outreach approaches may be ways around this block. \u0000 \u0000Persons with medically unexplained symptoms are often not perceived as having chronic, enduring, mental and physical illness. There is a need for greater awareness of the suffering experienced by this group of patients and the enormous toll that they may take on acute and community services.4","PeriodicalId":90710,"journal":{"name":"Psychiatric bulletin (2014)","volume":"38 5","pages":"252"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1192/pb.38.5.252","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32722843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-10-01DOI: 10.1192/pb.bp.113.044701
L Mark Russakoff
The US healthcare system is in the midst of major changes driven by four forces: the growing consensus in the country that the current system is financially unsustainable; managed care and parity legislation; the Affordable Care Act 2010; and the ageing of the 'baby boomer' generation. How these forces will combine and interact is unclear. The current state of in-patient psychiatric care and trends affecting the private practice of in-patient psychiatry over the next few years will be described.
{"title":"Private in-patient psychiatry in the USA.","authors":"L Mark Russakoff","doi":"10.1192/pb.bp.113.044701","DOIUrl":"https://doi.org/10.1192/pb.bp.113.044701","url":null,"abstract":"<p><p>The US healthcare system is in the midst of major changes driven by four forces: the growing consensus in the country that the current system is financially unsustainable; managed care and parity legislation; the Affordable Care Act 2010; and the ageing of the 'baby boomer' generation. How these forces will combine and interact is unclear. The current state of in-patient psychiatric care and trends affecting the private practice of in-patient psychiatry over the next few years will be described. </p>","PeriodicalId":90710,"journal":{"name":"Psychiatric bulletin (2014)","volume":"38 5","pages":"230-5"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1192/pb.bp.113.044701","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32721930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-10-01DOI: 10.1192/pb.bp.113.042663
Sarah Huline-Dickens, Eithne Heffernan, Paul Bradley, Lee Coombes
Aims and method To investigate medical students' performance at and perceptions of the mental state examination (MSE) at a medical school with a modern integrated curriculum. We undertook an evaluative case study comprising a survey and analysis of performance data. The study is presented in two parts: part 2 reports the students' performance data as assessed by integrated structured clinical examination (ISCE). Results About a third of students (32.7%) thought that the MSE ISCE was more difficult than the non-MSE ISCE from the questionnaire data. The evidence from the ISCE performance data indicates that there are no significant differences between the scores of students in the MSE station and the non-MSE stations. Clinical implications Most studnets do not find the MSE ISCE station more difficult than other ISCE stations. Perhaps therefore students should be reassured that assessments in psychiatry are just like other assessments in medicine. For some students, however, performing at the MSE ISCE station is a more complex challenge.
{"title":"Teaching and learning the mental state exam in an integrated medical school. Part II: Student performance.","authors":"Sarah Huline-Dickens, Eithne Heffernan, Paul Bradley, Lee Coombes","doi":"10.1192/pb.bp.113.042663","DOIUrl":"10.1192/pb.bp.113.042663","url":null,"abstract":"<p><p>Aims and method To investigate medical students' performance at and perceptions of the mental state examination (MSE) at a medical school with a modern integrated curriculum. We undertook an evaluative case study comprising a survey and analysis of performance data. The study is presented in two parts: part 2 reports the students' performance data as assessed by integrated structured clinical examination (ISCE). Results About a third of students (32.7%) thought that the MSE ISCE was more difficult than the non-MSE ISCE from the questionnaire data. The evidence from the ISCE performance data indicates that there are no significant differences between the scores of students in the MSE station and the non-MSE stations. Clinical implications Most studnets do not find the MSE ISCE station more difficult than other ISCE stations. Perhaps therefore students should be reassured that assessments in psychiatry are just like other assessments in medicine. For some students, however, performing at the MSE ISCE station is a more complex challenge. </p>","PeriodicalId":90710,"journal":{"name":"Psychiatric bulletin (2014)","volume":"38 5","pages":"243-8"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4180990/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32721932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In a refreshing and thought-provoking editorial, Yakeley et al [1][1] remind us about the concept of subjectivity. ‘Affective subjectivity’ is defined as ‘the awareness of and reflection on our emotional responses and their influence on our work, and the development of a capacity for self-
{"title":"The capacity to attain subjectivity and emotion: the value of continuity of care.","authors":"Rhona J Sargeant","doi":"10.1192/pb.38.5.251","DOIUrl":"https://doi.org/10.1192/pb.38.5.251","url":null,"abstract":"In a refreshing and thought-provoking editorial, Yakeley et al [1][1] remind us about the concept of subjectivity. ‘Affective subjectivity’ is defined as ‘the awareness of and reflection on our emotional responses and their influence on our work, and the development of a capacity for self-","PeriodicalId":90710,"journal":{"name":"Psychiatric bulletin (2014)","volume":"38 5","pages":"251"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1192/pb.38.5.251","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32722841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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