Abstract
Education leads for undergraduate psychiatry in UK medical schools completed questionnaires on adaptations made to undergraduate psychiatry education, their impact and what lessons could be learnt for the future. Respondents from 24 medical schools across the UK reported a major shift to online teaching delivery, with reduced workplace learning and increased use of teleconferencing, online tasks and self-directed learning. Changes were implemented with some faculty training provided, but little additional funding or resources from medical schools or National Health Service trusts. A variety of challenges and opportunities were reported. Despite the extraordinary efforts of education leads to maintain undergraduate psychiatry education, the pandemic may affect the development of students' professional competencies and recruitment into psychiatry. Individual clinicians, trusts and medical and foundation schools have much to offer, and need to work with students to replace what has been lost during the pandemic.
Highlights
Changes were implemented with some faculty training provided, but little additional funding or resources from medical schools or National Health Service trusts
Our aims were to identify what and how adaptations to undergraduate psychiatry teaching were made in response to the pandemic restrictions, their impact and what lessons could be learnt from the collective experiences of UK medical schools
In the 23 schools where it was used, asynchronous teaching employed a range of existing resources, primarily e-learning resources (82.6%) and recordings of previous content (82.6%) from respondents’ own medical schools and e-learning resources obtained through the Undergraduate Education Forum (UEF) (73.9%)
Summary
Our aims were to identify what and how adaptations to undergraduate psychiatry teaching were made in response to the pandemic restrictions, their impact and what lessons could be learnt from the collective experiences of UK medical schools
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