Anna Chur-Hansen1, Les Koopowitz. 1. Department of Psychiatry, Royal Adelaide Hospital, University of Adelaide, South Australia. anna.churhansen@adelaide.edu.au
Abstract
OBJECTIVE: The main objective of the problem-based teaching unit reported in this paper was to introduce psychosocial and psychiatric concepts to first year medical students using an integrated approach. METHOD: A total of 131 undergraduate students studied a case of delirium. Students were encouraged to understand the problem from a number of perspectives and approaches. In particular, the patient's view was emphasised. This was partially achieved by employing a standardised patient, who answered students' questions about what it was like to be unwell and hospitalised. Both quantitative and qualitative evaluations of the teaching project were conducted. RESULTS: Overall, the teaching project was well received. However, as an introduction to a complex and unfamiliar area, students were concerned that material was difficult to grasp. CONCLUSIONS: As a foundation for future teaching in psychiatry, the case and our methods appear appropriate. However, this initial teaching should be reinforced and expanded upon in all years of the medical curriculum.
OBJECTIVE: The main objective of the problem-based teaching unit reported in this paper was to introduce psychosocial and psychiatric concepts to first year medical students using an integrated approach. METHOD: A total of 131 undergraduate students studied a case of delirium. Students were encouraged to understand the problem from a number of perspectives and approaches. In particular, the patient's view was emphasised. This was partially achieved by employing a standardised patient, who answered students' questions about what it was like to be unwell and hospitalised. Both quantitative and qualitative evaluations of the teaching project were conducted. RESULTS: Overall, the teaching project was well received. However, as an introduction to a complex and unfamiliar area, students were concerned that material was difficult to grasp. CONCLUSIONS: As a foundation for future teaching in psychiatry, the case and our methods appear appropriate. However, this initial teaching should be reinforced and expanded upon in all years of the medical curriculum.