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Listening to the learners: medical student perspectives of their first psychiatry rotation

Journal Article


Abstract


  • The importance of student’s perspectives in informing curricula

    and pedagogy has long been recognised, however pragmatically

    student’s viewpoints are under-utilized. Within the sphere of

    medical education, specifically psychiatry the published literature

    predominantly focuses upon students attitudes. Although this is an

    important area of inquiry it does little to inform us of the student’s

    broader experiences. In the context of the rapid changes that have

    taken place in medical education such macro-level knowledge will

    assist in both evaluating and evolving educational strategies. This

    study explores medical student’s experiences and perspectives of

    their first clinical psychiatry rotation in a regional, graduate entry

    medical school that employs a case-based learning curriculum with

    a significant focus upon community-based clinical education.

    Seventy-three medical students in their first year of hospital based

    clinical rotations participated in this study, a 92% response rate.

    They completed a brief questionnaire containing both structured

    and unstructured questions. The qualitative responses were analysed

    and coded into thematic groups. Five themes were evident;

    ‘staff’ (academic and clinical), ‘breadth of experience’ (range of

    student experiences), ‘course materials and structure’ (learning

    objectives, course handbook and tutorials), ‘attitudes towards

    psychiatry’ (student’s attitudes) and ‘professional development’

    (the acquisition of skills necessary throughout their career). The 2

    most predominant themes were ‘staff’ and ‘breadth of experience’.

    The themes identified reflect the current academic recommendations

    for teaching psychiatry to medical students, although ‘course

    materials and structure’ is not as well recognised in the literature.

    It is recommended that future research seek to delineate the

    perceptions of medical student’s educational experiences and how

    these link with the prevailing academic aims.

Publication Date


  • 2012

Citation


  • Dawes, K., Vella, S. C. & Pai, N. B. (2012). Listening to the learners: medical student perspectives of their first psychiatry rotation. In AMPEC 2012: 9th Asia Pacific Medical Education Conference, 11-15 January, Singapore. Medical Education, 44 (s2), 16-16.

Ro Metadata Url


  • http://ro.uow.edu.au/medpapers/513

Number Of Pages


  • 0

Start Page


  • 16

End Page


  • 16

Volume


  • 44

Issue


  • s2

Place Of Publication


  • United Kingdom

Abstract


  • The importance of student’s perspectives in informing curricula

    and pedagogy has long been recognised, however pragmatically

    student’s viewpoints are under-utilized. Within the sphere of

    medical education, specifically psychiatry the published literature

    predominantly focuses upon students attitudes. Although this is an

    important area of inquiry it does little to inform us of the student’s

    broader experiences. In the context of the rapid changes that have

    taken place in medical education such macro-level knowledge will

    assist in both evaluating and evolving educational strategies. This

    study explores medical student’s experiences and perspectives of

    their first clinical psychiatry rotation in a regional, graduate entry

    medical school that employs a case-based learning curriculum with

    a significant focus upon community-based clinical education.

    Seventy-three medical students in their first year of hospital based

    clinical rotations participated in this study, a 92% response rate.

    They completed a brief questionnaire containing both structured

    and unstructured questions. The qualitative responses were analysed

    and coded into thematic groups. Five themes were evident;

    ‘staff’ (academic and clinical), ‘breadth of experience’ (range of

    student experiences), ‘course materials and structure’ (learning

    objectives, course handbook and tutorials), ‘attitudes towards

    psychiatry’ (student’s attitudes) and ‘professional development’

    (the acquisition of skills necessary throughout their career). The 2

    most predominant themes were ‘staff’ and ‘breadth of experience’.

    The themes identified reflect the current academic recommendations

    for teaching psychiatry to medical students, although ‘course

    materials and structure’ is not as well recognised in the literature.

    It is recommended that future research seek to delineate the

    perceptions of medical student’s educational experiences and how

    these link with the prevailing academic aims.

Publication Date


  • 2012

Citation


  • Dawes, K., Vella, S. C. & Pai, N. B. (2012). Listening to the learners: medical student perspectives of their first psychiatry rotation. In AMPEC 2012: 9th Asia Pacific Medical Education Conference, 11-15 January, Singapore. Medical Education, 44 (s2), 16-16.

Ro Metadata Url


  • http://ro.uow.edu.au/medpapers/513

Number Of Pages


  • 0

Start Page


  • 16

End Page


  • 16

Volume


  • 44

Issue


  • s2

Place Of Publication


  • United Kingdom