Skip to main content Accessibility help
×
Home

A balancing act: developing curricula for balanced care within community psychiatry

  • Koravangattu Menon Valsraj and Simon Lygo-Baker

Abstract

Mental health services are moving towards a balanced-care model. The shift recommended by the World Health Organization is currently being reflected only in service delivery, and has not been clearly reflected in the training curriculum. This change in service delivery has implications for teaching and learning. This article looks at how best the curriculum can incorporate aspects of community psychiatry and hospital work for medical students and junior doctors in training. This move towards balanced care also requires teaching staff to consider how to make use of collaborative working and to develop effective working relationships.

  • View HTML
    • Send article to Kindle

      To send this article to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle. Find out more about sending to your Kindle.

      Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

      Find out more about the Kindle Personal Document Service.

      A balancing act: developing curricula for balanced care within community psychiatry
      Available formats
      ×

      Send article to Dropbox

      To send this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Dropbox.

      A balancing act: developing curricula for balanced care within community psychiatry
      Available formats
      ×

      Send article to Google Drive

      To send this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Google Drive.

      A balancing act: developing curricula for balanced care within community psychiatry
      Available formats
      ×

Copyright

References

Hide All
Appleby, L. (2004) The National Service Framework for Mental Health - Five Years On. London: Department of Health.
Baxter, H., Singh, P. S., Standen, P. et al (2001) The attitudes of ‘tomorrow's doctors’ towards mental illness and psychiatry: changes during the final undergraduate year. Medical Education, 35, 381383.
Biggs, J. (1999) Teaching for Quality Learning at University. Buckingham: Society for Research into Higher Education & Open University Press.
Bligh, J., Lloyd-Jones, G. & Smith, G. (2000) Early effects of a new problem-based clinically oriented curriculum on students' perceptions of teaching. Medical Education, 34, 487489.
Butcher, C. (1995) Active Learning and Teaching: Researching Learning and Teaching. Leeds: Staff and Departmental Development Unit, University of Leeds.
Coles, C. (1993) Developing medical education. Postgraduate Medical Journal, 69, 5763.
Daniel, D. G., Clopton, C. L. & Castelnuove-Tedesco, P. (1990) How much psychiatry are medical students really learning? A reappraisal after two decades. Academic Psychiatry, 14, 916.
Davies, S. & Cox, J. (1996) Training on dispersed sites. Discussion paper from the Education Committee. Psychiatric Bulletin, 20, 3335.
Department for Education and Skills (2003) The Future of Higher Education. Norwich: Stationery Office. http://www.dfes.gov.uk/hegateway/uploads/White%20Pape.pdf
Department of Health (1999) The National Service Framework for Mental Health. London: Department of Health.
Factor, R. M., Stein, L. I. & Diamond, R. J. (1988) A model community psychiatry curriculum for psychiatric residents. Community Mental Health Journal, 24, 310327.
Franks, A. (2000) Teaching medical undergraduates basic clinical skills in hospice - is it practical? Postgraduate Medicine Journal, 76, 357360.
Goerg, D., de Saussure, C. & Guimon, F. (1999) Objectives for the undergraduate teaching of psychiatry. Medical Education, 33, 639647.
Hay, J. P. & Katsikitis, M. (2001) The ‘expert’ in problem-based and case-based learning: necessary or not? Medical Education, 35, 2226.
Higher Education Academy (2005) Student Enhanced Learning through Effective Feedback - SENLEF York: Higher Education Academy. http://www.heacademy.ac.uk/senlef.htm
Higher Education Statistics Agency (2004) Performance Indicators in Higher Education in the UK 2002/03. Cheltenham: HESA. http://www.hesa.ac.uk/pi/0203/home.htm
Houghton, W. (2005) Constructive Alignment - and Why It Is Important to the Learning Process. York: Higher Education Academy, Engineering Subject Centre. http://www.engsc.ac.uk/er/theory/constructive_alignment.asp
Johnston, M., Binder, T., Freeland, A. et al (1995) Suggestions for implementing community psychiatric training in existing residency programmes. Canadian Journal of Psychiatry, 40, 623626.
Juwah, C., Macfarlane-Dick, D., Matthew, B. et al (2004) Effective Student Learning through Effective Formative Feedback. York: Higher Education Academy.
Kinman, G. & Jones, F. (2004) Working to the Limit: Stress and Work-Life Balance in Academic and Academic-related Employees in the UK. London: AUT
Land, R. (2004) Educational Development: Discourse, Identity and Practice. Buckingham: Open University Press.
Linsley, K., Slinn, R., Nathan, R. et al (2001) Training implications of community-oriented psychiatry. Advances in Psychiatric Treatment, 7, 208215.
McParland, M., Noble, L. M. & Livingston, G. (2004) The effectiveness of problem based learning compared to traditional teaching in undergraduate psychiatry. Medical Education, 38, 859867.
Modernising Medical Careers & UK Clinical Research Collaboration (2005) Medically- and dentally-qualified academic staff. Recommendations for training the researchers and educators of the future. London: MMC. http://www.ukcrc.org/PDF/Medically_and_Dentally-qualified_Academic_Staff_Report.pdf
Muijen, M. (1993) The consultant psychiatrist and community care. Psychiatric Bulletin, 17, 513516.
Murray, C. & Lopez, A. (1996) The Global Burden of Disease. Vol. 1. A Comprehensive Assessment of Mortality and Disability from Diseases, Injuries and Risk Factors in 1990 and Projected to 2020. Cambridge, MA: Harvard University Press.
National Health Service (2005) What is MMC? London: NHS. http://www.mmc.nhs.uk/pages/about
Nicholls, G. (2002) Developing Learning and Teaching in Higher Education. London: Routledge/Falmer.
O'Connor, W. D., Clarke, D. M. & Presnell, I. (1999) How is psychiatry taught to Australian and New Zealand medical students? Australian and New Zealand Journal of Psychiatry, 33, 4752.
O'Grady, J.C. (1996) Community psychiatry: central policy, local implementation. British Journal of Psychiatry, 169, 259262.
Quality Assurance Agency for Higher Education (2002) Subject Benchmark Statements. Academic Standards - Medicine. Gloucester: QAA. http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/medicine.pdf
Ramsden, P. (1992) Learning to Teach in Higher Education. London: Routledge.
Sainsbury Centre for Mental Health (1997) Pulling Together: The Future Roles and Training of Mental Health Staff. London: Sainsbury Centre for Mental Health.
Standing Committee on Postgraduate Medical and Dental Education (1999) Teacher Development in Hospital Medicine and Dentistry with Recommendations for Further Work. London: SCOPME. http://www.mcgl.dircon.co.uk/scopme/TD.pdf
Strathdee, G. & Thornicroft, G. (1997) Community psychiatry and service evaluation. In The Essentials of Postgraduate Psychiatry (3rd edn) (eds Murray, R., Hill, P. & McGuffin, P.) pp. 513533. Cambridge: Cambridge University Press.
Thornicroft, G. & Tansella, M. (2003) Health Evidence Network Synthesis Report. Geneva: World Health Organization.
Thornicroft, G. & Tansella, M. (2004) Components of a modern mental health service: a pragmatic balance of community and hospital care. Overview of systematic evidence. British Journal of Psychiatry, 185, 283290.
Vassilas, C., Brown, N., Wall, D. et al (2003) ‘Teaching the teachers’ in psychiatry. Advances in Psychiatric Treatment, 9, 308315.
World Health Organization (2001a) Atlas : Mental Health Resources in the World 2001. Geneva: WHO
World Health Organization (2001b) World Health Report 2001. Mental Health: New Understanding, New Hope. Geneva: WHO

Metrics

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed

A balancing act: developing curricula for balanced care within community psychiatry

  • Koravangattu Menon Valsraj and Simon Lygo-Baker
Submit a response

eLetters

No eLetters have been published for this article.

×

Reply to: Submit a response


Your details


Conflicting interests

Do you have any conflicting interests? *