Mia Prosser1, Thomas Stephenson2, Jai Mathur3, Hanieh Enayati3, Abdirasak Kadie4, Manal Mohamed Abdi5, Jibril I M Handuleh6,7, Roxanne C Keynejad8. 1. King's College London, London, UK. 2. South London and Maudsley NHS Foundation Trust Maudsley Hospital, Denmark Hill, London, Greater London, SE5 8AZ, UK. 3. St George's, University of London, London, UK. 4. Buhoodle District Hospital, IOM Mida Finnsom Health Project, Bohotle, Somaliland. 5. College of Medicine and Health Science, University of Hargeisa, Hargeisa, Somalia. 6. College of Health Sciences, Amoud University, Borama, Somaliland. djibril@amoud.edu.so. 7. Department of Psychiatry, St Paul's Hospital Millennium Medical College, Addis Ababa, Ethiopia. djibril@amoud.edu.so. 8. Section of Women's Mental Health, Health Service and Population Research Department, Institute of Psychiatry, Psychology & Neuroscience, King's College London, De Crespigny Park, London, SE5 8AF, UK.
Abstract
BACKGROUND: Reflective practice is a key skill for healthcare professionals. E-learning programmes have the potential to develop reflective practice in remote settings and low- and middle-income countries (LMICs), where access to in-person reflective groups may be reduced. 'Aqoon' is a global mental health peer-to-peer e-learning programme between Somaliland and UK medical students. We aimed to explore participants' experiences of participating in the Aqoon programme, including their experiences of reflective practice. METHODS: Thirty-three medical students (22 Somaliland, 11 UK) enrolled in Aqoon. We matched volunteer learners in trios, to meet online to discuss anonymised clinical cases relevant to chapters of the World Health Organization's mental health gap action programme (mhGAP) intervention guide. We conducted thematic analysis of learners' reflective writing and post-programme focus group transcripts. RESULTS: Twenty-four students (73%) attended at least three online discussions (14 Somaliland, 10 UK). Somaliland and UK students described improved reflective skills and greater recognition of stigma towards mental ill-health. Themes included gaining memorable insights from peer discussions which would impact their medical education. UK students emphasised improved cultural understanding of common psychiatric presentations whilst Somaliland students reflected on increased clinical confidence. DISCUSSION: Integrating reflective practice into Aqoon showed the potential for low-cost e-learning interventions to develop cross-cultural reflective practice among medical students in diverse settings.
BACKGROUND: Reflective practice is a key skill for healthcare professionals. E-learning programmes have the potential to develop reflective practice in remote settings and low- and middle-income countries (LMICs), where access to in-person reflective groups may be reduced. 'Aqoon' is a global mental health peer-to-peer e-learning programme between Somaliland and UK medical students. We aimed to explore participants' experiences of participating in the Aqoon programme, including their experiences of reflective practice. METHODS: Thirty-three medical students (22 Somaliland, 11 UK) enrolled in Aqoon. We matched volunteer learners in trios, to meet online to discuss anonymised clinical cases relevant to chapters of the World Health Organization's mental health gap action programme (mhGAP) intervention guide. We conducted thematic analysis of learners' reflective writing and post-programme focus group transcripts. RESULTS: Twenty-four students (73%) attended at least three online discussions (14 Somaliland, 10 UK). Somaliland and UK students described improved reflective skills and greater recognition of stigma towards mental ill-health. Themes included gaining memorable insights from peer discussions which would impact their medical education. UK students emphasised improved cultural understanding of common psychiatric presentations whilst Somaliland students reflected on increased clinical confidence. DISCUSSION: Integrating reflective practice into Aqoon showed the potential for low-cost e-learning interventions to develop cross-cultural reflective practice among medical students in diverse settings.
Entities:
Keywords:
E-learning; Health partnerships; Intercultural awareness; Intercultural practice; Medical education; Peer-to-peer education; Reflective practice; Somaliland; Transcultural psychiatry; United Kingdom
Authors: Vikram Patel; Shekhar Saxena; Crick Lund; Graham Thornicroft; Florence Baingana; Paul Bolton; Dan Chisholm; Pamela Y Collins; Janice L Cooper; Julian Eaton; Helen Herrman; Mohammad M Herzallah; Yueqin Huang; Mark J D Jordans; Arthur Kleinman; Maria Elena Medina-Mora; Ellen Morgan; Unaiza Niaz; Olayinka Omigbodun; Martin Prince; Atif Rahman; Benedetto Saraceno; Bidyut K Sarkar; Mary De Silva; Ilina Singh; Dan J Stein; Charlene Sunkel; JÜrgen UnÜtzer Journal: Lancet Date: 2018-10-09 Impact factor: 79.321