Joanne Davies1, Gabrielle Churchhouse2, Melissa Buckley3. 1. Psychiatry Registrar, Avon and Wiltshire Mental Health Partnership Trust, Bath, UK. 2. Psychiatry Core Trainee (CT3), Avon and Wiltshire Mental Health Partnership NHS Trust, Bath, UK. 3. Psychiatry Specialty Trainee (ST6), 2gether NHS Foundation Trust, Gloucester, UK.
Abstract
OBJECTIVE: To increase the provision of clinical skills training during their psychiatry placement by providing a new teaching course to enhance both their clinical knowledge and communication skills. METHOD: We delivered a pilot teaching course consisting of five workshops (incorporating facilitated, 'near peer' role-play) during the students' psychiatry placement. Qualitative and quantitative feedback was collected pre- and post-course to allow for development of the course. RESULTS: Data collected indicated that all students found the course a valuable addition to their usual teaching. They indicated that their confidence in their ability to assess patients with common clinical problems improved. CONCLUSIONS: This trainee-led course was easily integrated into the curriculum and received positive feedback from students. It may have enhanced students' confidence and readiness for exams but this will require further examination of objective assessments and ongoing research to establish this.
OBJECTIVE: To increase the provision of clinical skills training during their psychiatry placement by providing a new teaching course to enhance both their clinical knowledge and communication skills. METHOD: We delivered a pilot teaching course consisting of five workshops (incorporating facilitated, 'near peer' role-play) during the students' psychiatry placement. Qualitative and quantitative feedback was collected pre- and post-course to allow for development of the course. RESULTS: Data collected indicated that all students found the course a valuable addition to their usual teaching. They indicated that their confidence in their ability to assess patients with common clinical problems improved. CONCLUSIONS: This trainee-led course was easily integrated into the curriculum and received positive feedback from students. It may have enhanced students' confidence and readiness for exams but this will require further examination of objective assessments and ongoing research to establish this.
Entities:
Keywords:
clinical skills; communication skills; medical students; undergraduate