Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-75dct Total loading time: 0 Render date: 2024-05-01T15:22:29.400Z Has data issue: false hasContentIssue false

Section 2 - The Undergraduate Psychiatry Curriculum: Planning and Delivery

Published online by Cambridge University Press:  12 October 2022

Patrick Hughes
Affiliation:
NHS Forth Valley
Julie Langan Martin
Affiliation:
University of Glasgow
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Abrahamson, S. (1996). Essays on Medical Education. University Press of America.Google Scholar
Al-Eyd, G., Achike, F., Agarwal, M., et al. (2018). Curriculum mapping as a tool to facilitate curriculum development: A new School of Medicine experience. BMC Medical Education, 18 (1): 185.CrossRefGoogle ScholarPubMed
Anderson, L., Krathwohl, D., and Bloom, B. (2001). A Taxonomy For Learning, Teaching, And Assessing. New York: Longman.Google Scholar
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32, 347–64.CrossRefGoogle Scholar
Brauer, D. and Ferguson, K. (2014). The integrated curriculum in medical education: AMEE Guide No. 96. Medical Teacher, 37 (4): 312–22.Google Scholar
British Medical Association. (2019). Mental health and wellbeing in the medical profession: report 2019. (Online) Available at: www.bma.org.uk/media/1361/bma-mental-health-and-wellbeing-medical-profession-research-summary-oct-2019.pdf (accessed 5 December 2020).Google Scholar
Clark, C. E. (2006). Problem-based learning: How do the outcomes compare with traditional teaching? British Journal of General Practice, 56 (530): 722–3.Google Scholar
Dacre, J. E. and Fox, R. A. (2000). How should we be teaching our undergraduates? Annals of the Rheumatic Diseases, 59 (9): 662–7.CrossRefGoogle ScholarPubMed
Epstein, R. (2007). Assessment in medical education. New England Journal of Medicine, 356 (4): 387–96.Google Scholar
General Medical Council. (2009). Developing teachers and trainers in undergraduate medical education. (Online) Available at: www.gmc-uk.org/-/media/documents/Developing_teachers_and_trainers_in_undergraduate_medical_education___guidance_0815.pdf_56440721.pdf (accessed 28 November 2020).Google Scholar
General Medical Council. (2013). Supporting medical students with mental health conditions. (Online) Available at: www.gmc-uk.org/-/media/documents/Supporting_students_with_mental_health_conditions_0816.pdf_53047904.pdf (accessed 30 November 2020).Google Scholar
General Medical Council. (2015). Promoting excellence: Standards for medical education and training. (Online) Available at: www.gmc-uk.org/-/media/documents/promoting-excellence-standards-for-medical-education-and-training-0715_pdf-61939165.pdf (accessed 28 November 2020).Google Scholar
General Medical Council. (2017). Promoting excellence – equality and diversity considerations. (Online) Available at: www.gmc-uk.org/education/standards-guidance-and-curricula/guidance/promoting-excellence-equality-and-diversity-considerations (accessed 5 December 2020).Google Scholar
General Medical Council. (2018a). Outcomes for graduates. (Online) Available at: www.gmc-uk.org/-/media/documents/outcomes-for-graduates-2020_pdf-84622587.pdf (accessed 28 November 2020).Google Scholar
General Medical Council. (2018b). Good medical practice. (Online) Available at: www.gmc-uk.org/ethical-guidance/ethical-guidance-for-doctors/good-medical-practice (accessed 28 November 2020).Google Scholar
Grant, J. (2014). Principles of curriculum design. In Swanwick, T., ed., Understanding medical education: Evidence, theory and practice, 2nd ed. Wiley Blackwell. https://doi.org/10.1002/978111847n.d61.ch3.Google Scholar
Harden, R. M. (1999). What is a spiral curriculum? Medical Teacher, 21 (2): 141–3.Google Scholar
Harden, R. M. (2001). AMEE Guide No. 21: Curriculum mapping: A tool for transparent and authentic teaching and learning. Medical Teacher, n.d (2): 1n.d–37.Google Scholar
Harden, R. M. (2007). Outcome-based education: The future is today. Medical Teacher, 29, 625–9.Google Scholar
Harden, R. M. and Laidlaw, J. M. (2013). Be FAIR to students: four principles that lead to more effective learning. Medical Teacher, 35 (1): 2731.Google Scholar
Harden, R. M., Sowden, S. and Dunn, W. R. (1984). Educational strategies in curriculum development: The SPICES model. Medical Education, 18 (4): 284–97.CrossRefGoogle ScholarPubMed
Hays, H. (2013). Integration in medical education: What do we mean? Education for Primary Care, 24, 151–2.CrossRefGoogle ScholarPubMed
Hooper, C., Meakin, R., and Jones, M. (2005). Where students go when they are ill: How medical students access health care. Medical Education, 9 (6): 588593.CrossRefGoogle Scholar
McKee, T., Penades, N., Wolfe, M., and Ogston, N. (2017). MyPsych – a psychiatry placement app for medical students. (Poster). Scottish Medical Education Conference. Edinburgh, May 2017. Available at: www.researchgate.net/publication/311101431_MyPsych_-_a_psychiatry_placement_app_for_medical_students (accessed 5 December 2020).Google Scholar
Morrison, J. (2003). ABC of learning and teaching in medicine: Evaluation. British Medical Journal, 326 (7385): 385–7.Google Scholar
Papa, F. and Harasym, P. (1999). Medical curriculum reform in North America 1765 to the present: a cognitive perspective. Academic Medicine, 74, 154–64.Google Scholar
Ross, S., Hauer, K., and Melle, E. (2018). Outcomes are what matter: Competency-based medical education gets us to our goal. MedEd Publish (7)2, 17.Google ScholarPubMed
Royal College of Psychiatrists. (2017). Core curriculum in psychiatry. (Online) Available at: www.rcpsych.ac.uk/docs/default-source/training/training/undergraduate-curriculum-2017---2021-revision---academic-faculty.pdf?sfvrsn=bc103cb6_2 (accessed 28 November 2020).Google Scholar
Royal College of Psychiatrists. (2019). Choose psychiatry: Guidance for medical schools. (Online) Available at: www.rcpsych.ac.uk/docs/default-source/become-a-psychiatrist/guidance-for-medical-schools-pdf.pdf?sfvrsn=20f46cae_2 (accessed 5 December 2020).Google Scholar
Scottish Government. (2019). Undergraduate medical education in Scotland: Enabling more general practice based teaching – final report. (Online) Available at: www.gov.scot/publications/undergraduate-medical-education-scotland-enabling-more-general-practice-based-teaching/ (accessed 5 December 2020).Google Scholar
Shumway, J. M. and Harden, R. M. (2003). AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician. Medical Teacher, 25 (6): 569–84.CrossRefGoogle ScholarPubMed
Wood, T. (2009). Assessment not only drives learning, it may also help learning. Medical Education, 43 (1): 56.Google Scholar
Wormald, B., Schoeman, S., Somasunderam, A., and Penn, M. (2009). Assessment drives learning: An unavoidable truth? Anatomical Sciences Education, 2 (5): 199204.Google Scholar

References

Cutler, J., Harding, K. J., Mozian, S. A. et al. (2009). Discrediting the notion, ‘working with “crazies” will make you “crazy”.’ Addressing stigma and enhancing empathy in medical student education. Advances in Health Sciences Education, 14 (4): 487502.Google Scholar
GMC. (1993). Tomorrow’s Doctors: Recommendations on Undergraduate Medical Education. London: General Medical Council.Google Scholar
GMC. (2009). Tomorrow’s Doctors – Updated Version. London: General Medical Council.Google Scholar
GMC. (2018). Outcomes for Graduates. [Online] Available at: www.gmc-uk.org/-/media/documents/outcomes-for-graduates-a4-6_pdf-7895n.d72.pdf (accessed 7th September 2020).Google Scholar
Karim, K., Edwards, R., Dogra, N., et al. (2009). A survey of the teaching and assessment of undergraduate psychiatry in the medical schools of the United Kingdom and Ireland. Medical Teacher, 32 (11): 1024–9.Google Scholar
Kumar, S. and Sharma, N. (2019). Undergraduate Teaching in Psychological Aspects of Medicine: A Literature Review, Survey and Action Plan. London: Royal College of Psychiatrists Faculty of Medical Education.Google Scholar
Muench, J. (2018). Balint work and the creation of medical knowledge. International Journal of Psychiatry in Medicine, 53 (1–2): 15n.d.CrossRefGoogle ScholarPubMed
Thornicroft, G., Mehta, N., Clement, S. et al. (2016). Evidence for effective interventions to reduce mental-health-related stigma and discrimination. The Lancet, 387 (100n.d): 11n.d–32.CrossRefGoogle ScholarPubMed
Walsh, K. (ed.) (2013). Oxford Textbook of Medical Education. 1st ed. Oxford: Oxford University Press.Google Scholar
West, C., Dyrbye, L. N., Erwin, P. J., and Shanafelt, T. D. (2016). Interventions to prevent and reduce physician burnout: A systematic review and meta-analysis. The Lancet, 388 (10057): 2272–81.CrossRefGoogle ScholarPubMed

References

Barrows, H. S. (1993). An overview of the uses of standardized patients for teaching and evaluating clinical skills. AAMC, Academic Medicine, 68 (6): 443–51.Google Scholar
Basset, T. (1999). Involving service users in training. CARE, 7: 511.Google Scholar
Byren, L., Happell, B., Welch, T., and Moxham, LJ. (2013). Things you can’t learn from books: Teaching recovery from a lived experience perspective. International Journal of Mental Health Nursing, 22: 192204.Google Scholar
Cleland, J. A., Abe, K., and Rethans, J.-J. (2009). The use of simulated patients in medical education: AMEE Guide No 42. Medical Teacher, 31 (6): 477–86.Google Scholar
Department of Health (2001). The Expert Patient: A New Approach to Chronic Disease Management for the 21st Century. London: Department of Health.Google Scholar
Felton, A. and Stickley, T. (2004). Pedagogy, power and service user involvement. Journal of Psychiatric and Mental Health Nursing, 11: 8998.Google Scholar
Five Year Forward View for Mental Health (2016) – A report from the independent Mental Health Taskforce to the NHS in England. [online] NHSE. Available at: https://www.england.nhs.uk/wp-content/uploads/2016/02/Mental-Health-Taskforce-FYFV-final.pdf (accessed 14 Nov. 2020).Google Scholar
Hojat, M., Vergare, M. J., Maxwell, K., et al. (2009). The devil is in the third year: A longitudinal study of erosion of empathy in medical school. Academic medicine: Journal of the Association of American Medical Colleges [online] 84 (9): 1182–91. Available at: www.ncbi.nlm.nih.gov/pubmed/19707055 (accessed 12 Dec. 2019).Google Scholar
Jha, V., Quinton, N. D., Bekker, H. L., Roberts, T. E. (2009a). Strategies and interventions for the involvement of real patients in medical education: A systematic review. Medical Education, 43: 1020.CrossRefGoogle ScholarPubMed
Jha, V., Quinton, N. D., Bekker, H. L., Roberts, T. E. (2009b). What educators and students really think about using patients as teachers in medical education: A qualitative study. Medical Education, 43: 449–56.Google Scholar
Lai, M. M. Y., Roberts, N., Mohebbi, M., and Martin, J. (2020). A randomised controlled trial of feedback to improve patient satisfaction and consultation skills in medical students. BMC Medical Education, 20 (1): 277.CrossRefGoogle ScholarPubMed
Livingston, G. and Cooper, C. (2004). User and carer involvement in mental health training. Advances in Psychiatric Treatment, 10: 8592.Google Scholar
National Collaborating Centre for Mental Health (NCCMH). (2019). Working Well Together: Evidence and Tools to Enable Co-production in Mental Health Commissioning. London: National Collaborating Centre for Mental Health. Available at: www.rcpsych.ac.uk/docs/default-source/improving-care/nccmh/working-well-together/working-well-together---evidence-and-tools-to-enable-co-production-in-mental-health-commissioning.pdf?sfvrsn=4e2924c1_2 (accessed 26 March 2022).Google Scholar
Osler, W. (1901). Books and Men. Boston Medical and Surgical Journal, 144: 60–1.Google Scholar
Royal College of Psychiatrists. (2018). Person-centred care: implications for training in psychiatry, RCPsych College Report CR215. Available at: www.rcpsych.ac.uk/docs/default-source/improving-care/better-mh-policy/college-reports/college-report-cr215.pdf?sfvrsn=7863b905_2 (accessed 24 May 2021).Google Scholar
Royal College of Psychiatrists. (2017). Core Values for Psychiatrists. RCPsych College Report CR204. Available at: www.rcpsych.ac.uk/docs/default-source/improving-care/better-mh-policy/college-reports/college-report-cr204.pdf?sfvrsn=5e4ff507_2 (accessed 24 May 2021).Google Scholar
Stacy, R. and Spencer, J. (1999). Patients as teachers: A qualitative study of patients’ views on their role in a community-based undergraduate project. Medical Education, 33: 688–94.CrossRefGoogle Scholar
Tew, J., Gell, C., and Foster, S. (2004). Learning from experience: Involving service users and carers in mental health education and training. Nottingham: Higher Education Academy/NIMHE West Midlands/Trent Workforce Development Confederation. Available at: www.swapbox.ac.uk/692/1/learning-from-experience-whole-guide.pdf (accessed 26 March 2022).Google Scholar
Towle, A. and Godolphin, W. (2009). Patients as teachers: Promoting their authentic and autonomous voices. The Clinical Teacher, 12: 149–54.Google Scholar
Towle, A., Bainbridge, L., Godolphin, W., et al. (2010). Active patient involvement in the education of health professionals. Medical Education, 44, 6474.Google Scholar
Towle, A., Brown, H., Hofely, C., et al. (2014). The expert patient as teacher: An interprofessional health mentors programme. The Clinical Teacher, 11: 301–6.Google Scholar
Wykurz, G. and Kelly, D. (2002). Developing the role of patients as teachers: Literature review. BMJ, 325: 818–21.CrossRefGoogle ScholarPubMed

References

Bateman, J., Allen, M., Samani, D., Kidd, J., and Davies, D. (2013). Virtual patient design: Exploring what works and why. A grounded theory study. Medical Education. 47, 595606.Google Scholar
Cohen-Schotanus, J. and van der Vleuten, C. P. M. (2010). A standard setting method with the best performing students as point of reference: Practical and affordable. Medical Teacher. 32, 154–60.Google Scholar
von Davier, A. A., Deonovic, B., Yudelson, M., Polyak, S. T., and Woo, A. (2019). Computational psychometrics approach to holistic learning and assessment systems. Frontiers in Education. 4, 112.Google Scholar
Devine, O. P., Harborne, A. C., and McManus, I. C. (2015). Assessment at UK medical schools varies substantially in volume, type and intensity and correlates with postgraduate attainment. BMC Medical Education. 15, 113.CrossRefGoogle ScholarPubMed
General Medical Council (2020). Medical Licensing Assessment [Online] Available at: www.gmc-uk.org/education/medical-licensing-assessment (accessed 19 January 2021).Google Scholar
Harden, R. M. G., Downie, W. W., Stevenson, M., and Wilson, G. M. (1975). Assessment of clinical competence using objective structured examination. British Medical Journal. 1, 447–51.CrossRefGoogle ScholarPubMed
Hodges, B. (2013). Assessment in the post-psychometric era: learning to love the subjective and collective. Medical Teacher. 35, 564–8.CrossRefGoogle ScholarPubMed
Hodges, B. D., Hollenberg, E., McNaughton, N., Hanson, M. D., and Regehr, G. (2014). The psychiatry OSCE: A 20-year retrospective. Academic Psychiatry. 38, 2634.Google Scholar
Hodges, B., Regehr, G., McNaughton, N., Tiberius, R., and Hanson, M. (1999). OSCE checklists do not capture increasing levels of expertise. Academic Medicine. 74, 1129–34.Google Scholar
Kilgour, J. M. and Tayyaba, S. (2016). An investigation into the optimal number of distractors in single-best answer exams. Advances in Health Sciences Education. 21, 571–85.Google Scholar
Konopasek, L., Norcini, J., and Krupat, E. (2016). Focusing on the formative: Building an assessment system aimed at student growth and development. Academic Medicine. 91 (11): 1492–7.Google Scholar
Lunn, B. (2011). Recruitment into psychiatry: An international challenge. Australian and New Zealand Journal of Psychiatry. 45, 805–7.CrossRefGoogle ScholarPubMed
Lunn, B. (2015). ‘Education in Psychiatry’, in: Bhugra, D. (Ed.), International Encyclopedia of the Social & Behavioral Sciences. Elsevier, pp. 185–93.Google Scholar
McCrorie, P. and Boursicot, K. A. M. (2009). Variations in medical school graduating examinations in the United Kingdom: Are clinical competence standards comparable? Medical Teacher. 31: 2n.d–9.Google Scholar
Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine. 65: S63S67.Google Scholar
Newble, D. (2016). Revisiting ‘The effect of assessments and examinations on the learning of medical students’. Medical Education. 50: 498501.CrossRefGoogle ScholarPubMed
Oudkerk Pool, A., Govaerts, M. J. B., Jaarsma, D. A. D. C., and Driessen, E. W. (2018). From aggregation to interpretation: How assessors judge complex data in a competency-based portfolio. Advances in Health Sciences Education. n.d, 275–87.Google Scholar
Ramani, S., Könings, K. D., Ginsburg, S., van der Vleuten, and C. P. M. (2018). Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships. Medical Teacher. 10, 17.Google Scholar
Sam, A. H., Field, S. M., Collares, C. F., et al. (2018). Very-short-answer questions: Reliability, discrimination and acceptability. Medical Education. 52, 447–55.Google Scholar
Sam, A. H., Hameed, S., Harris, J., and Meeran, K. (2016). Validity of very short answer versus single best answer questions for undergraduate assessment. BMC Medical Education. 16, 1013.CrossRefGoogle ScholarPubMed
Sam, A. H., Westacott, R., Gurnell, M., Wilson, R., Meeran, K., and Brown, C. (2019). Comparing single-best-answer and very-short-answer questions for the assessment of applied medical knowledge in 20 UK medical schools: Cross-sectional study. British Medical Journal Open. 9, 17.Google Scholar
Stalenhoef-Halling, B., van der Vleuten, C., Jaspers, T., and Fiolet, J. (1990). ‘The feasibility, acceptability and reliability of openended questions in a problem based learning curriculum’, in Hiemstra, R., Scherpbier, A., and Zwiestra, R. (Eds.), Teaching and Assessing Clinical Competence. Groningen: Boekwerk, pp. 1020–31.Google Scholar
Stephenson, T. (2017). Medical licensing assessment will keep us ahead of the field. British Medical Journal. 356: j594.CrossRefGoogle Scholar
Stephenson, T. and Dickson, N. (2015). Working together to develop a medical licensing assessment: Findings from our engagement with UK medical schools.[Online] Available at: www.gmc-uk.org/-/media/documents/Report_of_MLA_visits_to_medical_schools_v1.0.pdf_68172878.pdf (accessed 24 March 2022).Google Scholar
Swanson, D. B. and Roberts, T. E. (2016). Trends in national licensing examinations in medicine. Medical Education. 50, 101–14.CrossRefGoogle ScholarPubMed
Taylor, C. A., Gurnell, M., Melville, C. R., Kluth, D. C., Johnson, N., and Wass, V. (2017). Variation in passing standards for graduation-level knowledge items at UK medical schools. Medical Education. 51, 612–20.CrossRefGoogle ScholarPubMed
Tyrer, S. (2005). ‘Development of the OSCE: A College perspective’, in Rao, R. (Ed.), OSCEs in Psychiatry. London: Royal College of Psychiatrists/Gaskill, pp. 14n.d.Google Scholar
Van Der Vleuten, C. P. M. (1996). The assessment of professional competence: Developments, research and practical implications. Advances in Health Sciences Education. 1, 4167.Google Scholar
Wass, V., Jones, R., and Van Der Vleuten, C. (2001). Standardized or real patients to test clinical competence? The long case revisited. Medical Education. 35, 321–5.CrossRefGoogle ScholarPubMed
Wass, V. and Van Der Vleuten, C. (2004). The long case. Medical Education. 38, 1176–80.Google Scholar
Wright, S., Bradley, P., Jones, S., and Barton, R. (2009). ‘Generalisability study of a new Finals examination component – The MOSLER’, in AMEE 2009. Málaga: Association for Medical Education in Europe, p. S106.Google Scholar
Wrigley, W., Van Der Vleuten, C. P., Freeman, A., and Muijtjens, A. (2012). A systemic framework for the progress test: Strengths, constraints and issues: AMEE Guide No. 71. Medical Teacher. 34, 683–97.Google Scholar

References

Adams, B. (2008). Dark side of the moon: A course in mental health and the arts. Psychiatric Bulletin. 32: 227–9. https://doi.org/10.1192/pb.bp.107.016824.CrossRefGoogle Scholar
Datta, V. Madness and the movies: An undergraduate module for medical students. Int Rev Psychiatry. 2009 Jun; 21 (3): 261–6. https://doi.org/10.1080/09540260902748001. PMID: 19459103.CrossRefGoogle ScholarPubMed
GMC. (2003). Tomorrow’s Doctors: Outcomes and standards for undergraduate medical education. General Medical Council. Available at: www.educacionmedica.net/pdf/documentos/modelos/tomorrowdoc.pdf (accessed 24 March 2022).Google Scholar

References

Halder, N. and Mulliez, Z. (2021). Encouraging recruitment into psychiatry: Practical initiatives. BJPsych Bulletin. 45 (1): 1522. https://doi.org/10.1192/bjb.2020.53.Google Scholar
Health Education England. (2020). Specialty recruitment: round 1 – acceptance and fill rate. Available from:www.hee.nhs.uk/our-work/medical-recruitment/specialty-recruitment-round-1-acceptance-fill-rate.Google Scholar
Mulliez, Z. (2019). Choose Psychiatry: Guidance for Medical Schools. The Royal College of Psychiatrists. Available at:www.rcpsych.ac.uk/docs/default-source/become-a-psychiatrist/guidance-for-medical-schools-pdf.pdf?sfvrsn=20f46cae_14Google Scholar
Yakeley, J., Shoenberg, P., and Heady, A. (2004). Who wants to do psychiatry?: The influence of a student psychotherapy scheme – a 10-year retrospective study. Psychiatric Bulletin, 28 (6): 208–12. https://doi.org/10.1192/pb.28.6.208.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@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 saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved 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.

Available formats
×

Save book to Dropbox

To save content items to your account, please 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 account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please 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 account. Find out more about saving content to Google Drive.

Available formats
×