Abstract
IntroductionThere has been a rapidly increasing rate of students disclosing specific learning difficulties in higher education- in 2016 dyslexic students accounted for up to 5% of the student population.(Ryder D, Norwich B.)ObjectivesIt is important that provisions for alternative learners are developed in order to increase accessibility to medicine. Podcasts are an inexpensive, accessible and convenient method to both deliver education and interest pieces to a new generation of learners. This poster aims to explore the idea of harnessing the technology available to us to create an accessible, enjoyable platform to improve the experience of students with learning difficulties.MethodsA literature search reviewing the past and present provisions for students with learning difficulties was conducted using a range of databases covering educational, scientific and medical backgrounds. 315 papers were found across the databases, each analysed for relevance and 25 were selected as appropriate.Resultsidentified 5 key themes; the lack of awareness and importance of education, the power of audio learning, the practicalities of podcasts, adjustments to examinations specifically and finally additional provisions which accompany audio learning to create an all-inclusive educational experience. Altogether suggesting podcasts have an improved outcome for students with learning difficulties.ConclusionsIt has been evidenced understanding is key to maximising learning potential and highlighted need to increase awareness of dyslexic needs in higher education institutions, generate audio centred provisions in conjunction to traditional materials and be aware of alternative provisions to cater for the spectrum of dyslexic needs.
Highlights
Some of the most vulnerable psychiatry patients are children under 18, as they can’t protect themselves and their rights from unethical behaviour of mental health professionals
There is a gap between theoretical knowledge and application of ethics at the workplace
Participants reported that the topics on the quality of care, common ethical dilemmas and relationships between the practitioners, young patients and legal guardians, were the most helpful for them
Summary
Stereotypes, and preconceptions have meant psychiatry has been subject to poor engagement from medical students when compared to other specialties. Methods: Advanced literature searches explored items such as engagement in psychiatry and benefits of peer-to-peer education. Key themes were identified and used to formulate suggestions for the use of peer-to-peer teaching in building interest in psychiatry. Current strategies to improve this have varying impact and include clinical exposure, using patients with lived experience in learning and enrichment activities, whilst the main negative influence is a long-standing stigma and stereotype around psychiatry. Conclusions: Three key strategies for the use of peer to peer learning are suggested. These are ‘learning from students with lived experience’, ‘peer-teaching from passionate students prior to clinical exposure’ and ‘using peer learning to initially introduce topics in psychiatry in a relatable manor’.
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