Advances in Health Sciences Education

, Volume 13, Issue 3, pp 309–323

Current Issues in Undergraduate Psychiatry Education: The Findings of a Qualitative Study

Authors

    • The Greenwood Institute of Child HealthUniversity of Leicester
  • Ruth Edwards
    • The Greenwood Institute of Child HealthUniversity of Leicester
  • Khalid Karim
    • The Greenwood Institute of Child HealthUniversity of Leicester
  • Susan Cavendish
    • Head of the Medical Educational Research Division of the LeicestershireNorthamptonshire and Rutland Healthcare Workforce Deanery
Article

DOI: 10.1007/s10459-006-9045-z

Cite this article as:
Dogra, N., Edwards, R., Karim, K. et al. Adv in Health Sci Educ (2008) 13: 309. doi:10.1007/s10459-006-9045-z

Abstract

Background

Recruitment into psychiatry is correlated with the quality of undergraduate medical school teaching programmes and with a commitment of major resources to teaching students. There is an extensive literature related to attitudes towards psychiatry but less on the learning and teaching of psychiatry.

Aims

To identify the current issues in undergraduate psychiatric education in the UK for lead teachers at UK medical schools.

Method

Semi-structured telephone interviews with psychiatric leads at UK medical schools. A total of 26 participants were interviewed from 23 different medical schools.

Results

Three key areas of problems were identified: issues related to teaching personnel (e.g. conflict of time), teaching resources and impact of teaching on recruitment (e.g. role models; stigma). Eight potential solutions to address the problems were identified and these included improving the quality of teaching, improving the perceived value of the discipline and recruiting teachers.

Conclusion

There are several problems facing teachers in psychiatry but the teachers are also able to identify solutions which need support from both education and health if they are to be implemented.

Keywords

stigmateacher viewsundergraduate psychiatric education

Copyright information

© Springer Science+Business Media, Inc. 2006