Clinical Rotation In Psychiatry Research Articles

Anxiety and its associated factors Among Undergraduate Nursing Students During Psychiatry Clinical Placement: A Cross-sectional Study in MARDAN Khyber Pakhtunkhwa

The clinical education setting is a complex social unit that affects student skills within the clinical setting. Anxiety influences the student's performance in the clinical setting since it initiates the fight-or-flight response, leading to a positive or negative outcome. Objective: This study evaluates anxiety among students when they start rotation in the clinical area. Methods: An analytical cross-sectional survey was conducted to determine the anxiety level among undergraduate nursing students during psychiatry/mental health nursing clinical rotations in the psychiatry unit. Participants were recruited through the probability sample method. The sample of the study consists of 93 students of undergraduate level. A self-adapted questionnaire was distributed manually to collect data. Results: According to the survey result, 67.7% of students have a normal range of anxiety, whereas 32.3% of students have mild to moderate levels of anxiety during psychiatry clinical rotation. Conclusions: The study identifies a significant link between anxiety levels and semester, notably higher in the 6th semester and a marginal association with race. With majority in the normal range and few with mild to moderate anxiety, it suggests targeted support programs for students, especially in high-anxiety semesters.

Impact of psychiatry clinical rotation on attitude of interns towards psychiatry

Background: Internship is a vital phase in medical student’s training which can have a bearing on the attitude they develop towards various specialities. Limited studies have tried to assess the effect of clinical rotation on the attitude of interns towards Psychiatry. This study was planned to assess the same before and after a 2 week posting in Psychiatry. Aim: To study the change in attitude of interns towards Psychiatry before and after clinical rotation in Psychiatry. Materials and Methods: The study sample comprised of 100 interns in a tertiary care teaching hospital. Written informed consent was taken from the interns before the study. Appropriate ethical approval procedures were followed while taking consent from subjects and also in conducting the research. Attitude towards Psychiatry-30 was used to assess the attitude of interns towards Psychiatry before and after a 2 week Psychiatry rotation. Semi structured questionnaire was filled by interns regarding socio-demographic details and views about psychiatry. Non parametric tests were used to analyze the data obtained using SPSS software. Results: This study showed favourable improvements in the ATP-30 score following exposure to the clinical rotation. There was a statistically significant change in mean difference of total global ATP 30 scores in males and females. Female gender found to have more positive attitude than males. The responses to 11 statements from ATP -30 scale showed statistically significant improvement after the posting. Conclusion: The attitude of interns towards Psychiatry improved following a 2 week clinical rotation in Psychiatry. Further studies are needed to better understand the factors that may influence the attitude of interns. Keywords: Attitude, Interns, Psychiatry, ATP-30.

Do medical students feel career ready after their psychiatry clinical rotation?

BackgroundIn the South African healthcare system, mentally ill patients first come into contact with primary care physicians who then refer these patients for specialised care if needed. Medical students therefore need to acquire the knowledge, skills and confidence to treat mentally ill patients.AimTo evaluate the perceptions of medical students regarding their career readiness as doctors after their clinical rotation in psychiatry.SettingThe University of Pretoria, South Africa.MethodsData were collected retrospectively from questionnaires completed by final year medical students from 2011 to 2015. These data were analysed overall and by year using Chi-square tests and regression analyses (N = 770).ResultsOverall, 93.10% of medical students felt adequately prepared for their role as medical practitioners after their clinical rotation in psychiatry. The proportion of medical students exposed to post-traumatic stress disorder (p = 0.012), obsessive-compulsive disorder (p = 0.006) and alcohol-use disorder (p = 0.046) was found to vary significantly by year. Exposure to any one psychiatric condition did not influence perceptions of career preparedness. Students perceived themselves to be career ready if they had sufficient exposure to mentally ill patients, knowledge about prescribing appropriate psychiatric medication and especially psychiatric interviewing skills.ConclusionStudents who completed practical and clinical training in psychiatry perceived themselves to be career ready.

The impact of a psychiatry clinical rotation on the attitude of South African final year medical students towards mental illness

BackgroundStigmatising attitudes of health care professionals towards mental illness can impede treatment provided for psychiatric patients. Many studies have reported undergraduate training to be a critical period for changing the attitudes of medical students, and one particularly valuable intervention strategy involves time spent in a clinical psychiatric rotation. In South Africa, medical students are exposed to a clinical rotation in psychiatry but there is no evidence to show whether this has an effect on attitudes toward mental illness.MethodsThis prospective cohort study involved a convenience sample of 112 South African medical students in their 5th or 6th year of undergraduate training. This sample attended a 7-week psychiatry rotation. The Attitudes to Mental Illness Questionnaire (AMIQ) was used to assess students’ attitudes toward mental illness before and after the clinical rotation which includes exposure to a number of psychiatric sub-divisions and limited didactic inputs.ResultsThere was a significant improvement (p < 0.01, t-test) in the students’ attitude toward mental illness following the psychiatric rotation. Females displayed a more positive attitude towards mental illness at the end of the rotation compared to males. The participants’ attitude significantly deteriorated for the non-psychiatric vignette describing diabetes (< 0.01, t-test).ConclusionsOur findings suggest that clinical training and exposure to a psychiatric setting impacts positively on medical students’ attitude towards mental illness, even when this training does not include any focused, didactic anti-stigma input.

Attitude of Medical Students towards Psychiatry: The case of Jimma University, Southwest Ethiopia.

The inability to attract medical graduates to specialize in psychiatry has always been a serious challenge to psychiatry training programs. Therefore, the aim of this study was to assess the attitude of medical students towards psychiatry. A comparative cross-sectional survey was conducted among 122 fourth year medical students of Jimma University. The attitude of medical students towards psychiatry was measured by Attitude toward Psychiatry - 30 (ATP-30). The collected Data were analyzed by SPSS version-20 using independent samples t-test plus bivariate and multivariate logistic regression. The level of significance was determined at 95% confidence interval. Medical students who did not take psychiatry clinical rotation had a higher ATP-30 mean score 55.52(±15.2) indicating positive attitude towards psychiatry than those who completed psychiatry clinical rotation (mean= 49.75 ±10.67). Female medical students had significantly more positive attitude towards psychiatry than males (OR=9.23, 95% CI: 2.32; 36.76). Medical students who did not take psychiatry clinical rotation had more positive attitude towards psychiatry than students who completed the psychiatry clinical rotation (OR=7.58, 95% CI: 2.02; 28.37). Subjective experience of mental illness and reported family history of mental illness significantly predicted positive attitude toward psychiatry. The findings suggest that doing psychiatry rotation might have affected the attitude of medical students towards psychiatry. Future research should assess the experiential factors during psychiatry training of medical students that affect their attitudes. Also, future research needs to evaluate the attitudes of fourth year medical students before and after their psychiatry clinical rotation.

Attitude of interns towards psychiatry before and after 2 weeks of clinical rotation

Background: Internship is an important phase in medical students' training, which can have a bearing on the attitude they develop towards various specialties and illnesses. Very few studies have tried to assess the effect of clinical rotation on the attitude of interns towards Psychiatry. This study was planned to assess the same before and after a 2 week posting in Psychiatry. Aims: To study the change in the attitude of interns towards psychiatry before and after clinical rotation in Psychiatry. Methods: The study sample comprised of 60 interns in a tertiary care teaching hospital. Medical Condition Regard Scale (MCRS) was used to assess the attitude of interns towards Psychiatry before and after a 2 week Psychiatry rotation. Non-parametric tests were used to analyze the data obtained. Results: Many individual items and the overall scores of MCRS showed significant improvement for both psychiatric illness and alcohol and drug dependence after the 2 week Psychiatry rotation. Increase in MCRS score indicates improvement in the attitude towards Psychiatry. Conclusions: The attitude of interns towards Psychiatry improved following a 2 week clinical rotation in Psychiatry. Further studies are needed to better understand the factors that may influence the attitude of interns.

Denise: A Virtual Patient

Abstract Introduction The virtual patient (VP) program “Denise” was designed to present a clinical scenario that may not be encountered during a short psychiatry clinical rotation in medical school...

GrandMentor: Feasibility of a literacy intergenerational program over free online videoconferencing

Introduction: Medical students are required to have psychiatry as part of their clinical clerkships, with the recommendation that the rotation be for at least 6 weeks. This is due to the prevalence of psychiatric disorders and the associated morbidity and mortality. Traditionally, medical students have received most of their psychiatric experience on inpatient psychiatric units; however there has been a shift towards making the rotation more relevant to students proceeding to nonpsychiatric careers. This change has resulted in diversification of the sites for clinical clerkships. In recent times, students have been exposed to outpatient, addiction and consultative psychiatry as part of their clinical clerkship. Medical students, however, often have limited exposure to consultationliaison psychiatry during their clinical rotations due to time constraints. The ConsultationLiaison (C-L) Psychiatry service is also often a busy one in many hospitals, with the likelihood of limited ability to provide adequate teaching to the students by residents and attending physicians. However, the C-L service also provides a rich opportunity to educate medical students about key geriatric psychiatry issues such as delirium, dementia and capacity. In order to take advantage of the educational opportunities provided, alternative instructional methods using media and technology might serve to compensate for limitations of teaching availability. The goal of this study is to evaluate the effectiveness of media and technology in providing instruction to medical students as compared to traditional formal instruction on geriatric mental health issues that usually occurs during a clinical rotation. Methods: The study compared two groups of medical students, consisting of seven students each, at a University affiliated VA medical center. One group received traditional formal lectures and the other received mixed media materials (including video and internet sources). Students were assessed by a pre and post test of their clinical knowledge during their one week C-L psychiatry clinical rotation. Results: Results obtained will be compared to assess whether students receiving media instruction have the same clinical knowledge regarding mental health and aging at the end of the rotation as those receiving the traditional methods. Conclusions: If so, results may suggest that media instruction can substitute effectively for formal clinical teaching during a short clinical rotation, in hopes of incorporating more media instruction in clinical rotations to improve medical student exposure and knowledge base regarding mental health and aging.

Teaching the clinical encounter in psychiatry: a trial of Balint groups for medical students

Balint groups are being trialled as a method to facilitate understanding of the relational aspects of student encounters with psychiatric patients. This paper reports on the establishment, processes and trends in the student evaluations of these groups. The groups have been introduced as part of the medical student curriculum at a tertiary referral hospital. In six of the eight weeks of the clinical rotation in psychiatry, students meet in a group led by the authors, to discuss relational aspects of their interactions with patients. Ten third-year postgraduate medical students participate in the group each rotation. The educational value of each meeting and the group overall is assessed using questionnaires. The groups tended to be rated positively by the participants. However, students were less certain of the relevance to their clinical practice. Vignettes demonstrating aspects of group process are presented in the context of the leaders' experiential account. Short-term clinical reflection groups can be effectively implemented for medical students in a hospital environment. These groups have the potential to support students in the process of learning to work in doctor-patient relationships, but may encounter significant challenges necessitating adaptation of method and process to context.

Students' research: tradition ahead of its time.

This view point describes the experience of introducing research at an undergraduate level during clinical rotation in psychiatry. Objective of this initiative was to encourage critical thinking, self directed learning and sensitization to mental health issues. This contributed to student learning besides galvanizing their interest in the subject. The opinion piece aims to expose various issues to students' research in the context of medical education in Pakistan.

The impact of a psychiatry clinical rotation on the attitude of Nigerian medical students to psychiatry

Undergraduate medical students have ingrained and often negative attitudes towards psychiatry as a field and as a career. This in turn has affected recruitment of graduate medical students into the specialty. Little is known about the impact of psychiatry rotations during undergraduate medical training on students' attitudes about psychiatry and eventual specialty choice in developing countries. This study examined the impact of a psychiatry clinical rotation on medical students' attitudes to psychiatry and possible career choice. Eighty-one and one hundred and six fifth year medical students completed the ATP-30, socio-demographic and career choice questionnaires at the beginning and the end of a four week clinical rotation respectively. The overall attitude of the students to psychiatry was favourable at the beginning of the rotation with significant improvement following the rotation (p = 0.003). Significant improvement in attitude was observed among female and younger students. Students who indicated preference for specialties other than psychiatry showed a greater improvement in their attitude to psychiatry following the rotation (p = 0.011). The rotation however did not enhance students' preference for psychiatry as a future career. The four-week clinical rotation in psychiatry resulted in increased mean attitudinal score, but not in enhanced preference for psychiatry as a career.

Does psychiatry rotation in undergraduate curriculum bring about a change in the attitude of medical student toward concept and practice of psychiatry: A comparative analysis

Objective:To assess the attitude of MBBS student toward concept and practice of psychiatry between groups of students exposed to psychiatry rotation versus those not yet exposed to.Materials and Methods:A cross-sectional analytical study was carried out. Anonymity and confidentiality of the respondent was emphasized. Attitude was measured with 30-item “attitude toward psychiatry” scale.Results:Attitude toward psychiatry was found to be better in groups of medical students exposed to 2 weeks clinical rotation in psychiatry. However, the same reached statistical significance in only 36.7% of the questions.Conclusion:Clinical rotation in Psychiatry in undergraduate has a favorable effect on the attitude of medical students toward concept and practice of psychiatry. Better curriculum and more hours in psychiatry may yield better gain.

Familiarity Breeds Respect: Attitudes of Medical Students Towards Psychiatry Following a Clinical Attachment

The aim of this paper was to examine the influence of a clinical attachment in psychiatry on medical students' attitudes to psychiatry as a specialty and potential career. Medical students at Sydney Medical School were surveyed following an 8-week clinical attachment in psychiatry. Secondary analyses sought to identify associations with variables such as age, gender and level of clinical experience as a medical student. Following a clinical attachment in psychiatry, 80% of students rated their attitude to psychiatry as more positive. Approximately 32% rated themselves as likely or very likely to choose a career in psychiatry. No differences were seen with respect to gender, age or stage of training. The quality of the teaching, enthusiasm of the clinical teachers, the holistic approach and scientific basis of psychiatry were cited by students as factors influencing attitudes. The clinical rotation in psychiatry is a significant factor influencing medical student attitudes towards psychiatry.

Time-limited sensitivity groups for medical students.

Dehumanizing trends in medical education have been reported and discussed extensively. In response to this problem, the opportunity to join a voluntary, time-limited, unstructured sensitivity group was offered to medical students during their clinical rotation in psychiatry. These groups proved to be safe forums for experiential education in which students could increase their capacity to respond sensitively to themselves and others. This paper describes three phases of the group process, the role of the group leader, and the reactions of the participating students.