Teachers Of Psychiatry Research Articles

Survey of Felt Needs Among Teachers of Psychiatry in Institutes of National Importance (INI) to Improve the Quality of Undergraduate and Postgraduate Training.

Several institutes of national importance (INI) have been established in the last few years to improve the quality of medical education in the country. Most INIs are autonomous and outside the purview of the National Medical Commission (NMC). Little is known about the needs of the psychiatry teachers working in INIs. The current study was planned to obtain feedback from the psychiatry teachers in INIs about the various issues pertaining to training in psychiatry. This was an online survey conducted using Google Forms involving psychiatry teachers working in autonomous INIs outside the purview of NMC. The questionnaire had mandatory items (which provided quantitative data) and optional questions (which were used for thematic analysis). Our study's response rate was estimated at 48.73%. About 92.7% of respondents appreciated the need for training in undergraduate psychiatry. Though fewer residents were trained in medical education, the felt need for training among residents was comparable to that among faculty members. The major themes of targeted training, as reported, were found to be in sync with the current demands of the curriculum. There is a substantial need for training among the teachers of psychiatry in the INIs. This study provided with some groundwork regarding the strengths and weaknesses of teaching psychiatry in INIs. Further studies on this topic, using a qualitative design, should be planned to understand the nuances of working in an autonomous institute.

Research in Psychiatry Medical Education through "MUST Enrich Grant": A Scoping Review.

The Indian Teachers of Psychiatry (IToP) forum introduced a unique research grant scheme- IToP-MUST (Minds United Scholarship for Teachers) Enrich Research Grant- for conducting research in psychiatry education. This scoping review's objectives are to (a) assess the research areas and methodologies of MUST Enrich grant-supported research, (b) identify strengths and limitations of these research works, and (c) inform the researchers and funding agency concerning robust methodologies and study areas that can be considered in the future. We included all MUST-funded original educational research projects from their inception (2020) to the present, which were either published or, although unpublished, available in the public domain. Eleven research projects were identified. Most awardees were junior academic faculty members (n = 9, 82%). Eight (73%) studies were related to Competency-Based Medical Education (CBME) and were based on teaching-learning (TL) or related methods under the CBME framework, focusing on newer TL methods. Seven of eight (88%) were based on undergraduate TL. Most (n = 8, 73%) of the studies had an observational cross-sectional design, whereas the rest were interventional studies. Almost all were quantitative studies (n = 10, 91%). The prime themes of the research were students' and teachers' perspectives on the study topic, innovations in psychiatry TL, and their educational impact. This review's findings will inform funders and researchers about future research areas and help formulate robust methodologies. Other funders must earmark their funding for educational research to grow this field.

Perceived Adequacy of Training and Identification of Barriers to Choosing Academic Faculty Positions Among Psychiatry Postgraduate Students in India

The increasing burden of psychiatric morbidity will proportionately increase the need for teachers of psychiatry in medical colleges. There are no studies on the current postgraduates’ perception about taking up faculty positions. We conducted an online cross-sectional study among 101 postgraduates using self-reporting questionnaires from October 2021 to November 2021. Majority were female, in 25-30 years age group, studying final year in private medical college. They willing to consider teaching positions and expressed interest in training programs. Significant facilitators and barriers to taking up faculty posts included interest in private practice, politics and vacancies available in place of interest.

The IToP-STEPS: A unique scholarship program to upskill teachers of psychiatry.

The IToP-STEPS: A unique scholarship program to upskill teachers of psychiatry.

“Decolonising” the University of Edinburgh Medical School Psychiatry Curriculum

AimsThe concept of “decolonisation” has gradually evolved within higher education, and can be defined as seeking to discern how historical systems of discrimination have shaped the networks around us, and how to adjust to the perspectives of those who have been oppressed and minoritised by these systems. Our aim was to assess what gaps there are in the Edinburgh Medical School psychiatry curriculum, in order that this might inform our next steps in “decolonising” the curriculum.MethodsWe reviewed all the teaching materials used for teaching Year 5 Psychiatry at the University of Edinburgh (n = 101). We made a count of the number of people or cases in each resource and the diversity of examples used. We subsequently examined each resource to see if it touched on each of six key areas considered to be representative of a “decolonising” effort. These were the assignment of gender only where necessary, cultural/religious differences, historical context, health inequalities, the patient-doctor relationship and global topics.ResultsOf the resources where each of the criteria were applicable, 18% only assigned gender where necessary or left gender neutral, 4.35% addressed cultural or religious differences, 5.8% discussed the historical context, 4.35% tackled health inequalities, 1.45% raised the doctor-patient relationship and none introduced global topics. Of all the resources that include a direct reference to a patient or case, only 5.41% were explicitly from a different ethnic group other than “white”.ConclusionOur results show that all the key areas can be improved on. Addressing these issues has not been a focus for the curriculum before now and our next steps will be to approach each topic in turn and consider how the key areas can be introduced. We are assembling a focus group of psychiatrists and medical students and have designed a survey for students who have completed their psychiatry block.With time, we hope to cultivate an attitude amongst students and teachers of psychiatry at Edinburgh University that boldly confronts the historical development of our subject, acknowledges those who have suffered for it, picks up on what may be missing or misrepresented, and encourages critical analysis of research. Our teaching materials should include examples which explore stereotypes and challenge prejudices. By broadening our repertoire, confronting the darker parts of our history, listening to those with quieter voices, and paying attention to lived experience, we can foster a culture of teaching and learning which is open, flexible and humble.

Reply to Comments on "A Survey Among Teachers of Psychiatry to Improve the Quality of Undergraduate Training: Outcomes from Karnataka".

Reply to Comments on "A Survey Among Teachers of Psychiatry to Improve the Quality of Undergraduate Training: Outcomes from Karnataka".

Comments on "A Survey Among Teachers of Psychiatry to Improve the Quality of Undergraduate Training: Outcomes from Karnataka".

Comments on "A Survey Among Teachers of Psychiatry to Improve the Quality of Undergraduate Training: Outcomes from Karnataka".

A Survey among Teachers of Psychiatry to Improve the Quality of Undergraduate Training: Outcomes from Karnataka

Background:In India, there is a large gap between the mental health morbidity in society and the availability of psychiatrists. However, the latest Indian undergraduate medical curriculum does not require any competency in psychiatry to be fulfilled for certification of medical graduates as doctors. Thus, the role of Indian psychiatry teachers is quite challenging. Interestingly, there has been hardly any effort to understand the felt needs of psychiatry teachers that may further improve the quality of undergraduate training.Methods:We used a survey questionnaire that was both qualitative and quantitative, with questions on topics such as years of psychiatry training and experience as a psychiatry teacher. Do they feel the need for training in undergraduate psychiatry teaching? Do they require training in teaching psychiatry theory or clinics or both? What are the specific areas where they want training? What more should be planned for psychiatry teachers? Based on an online survey further steps in the direction of psychiatry teachers felt needs were initiated.Results:Around 55 responses with a response rate of 37% were received. More than 50% were working in medical colleges for the last 5 years. About 80% felt the need for further training to teach medical students while 97% felt that additional training is required for handling theory as well as bedside clinic. More than 60% were keen to attend a 1-day workshop to upgrade their teaching skills. A majority wanted to have a forum to share their experiences and to learn from others. Based on the felt needs of psychiatry teachers from the survey, a 1-day workshop was carried out and a forum for psychiatry teachers was inaugurated.Conclusion:Training of psychiatry teachers is an important felt need for the challenges that are unique to Indian medical education. The outcome from the Karnataka survey is a progressive step in addressing this challenge.

Psychiatry postgraduate examinations for 2020 in the middle of COVID19 crisis: Suggestions from Indian teachers of psychiatry.

The COVID19 pandemic is an unprecedented disaster. In India, the spread of COVID19 infection and the subsequent lockdown coincided with a crucial period of the annual examination in almost all educational institutions. The pandemic has created hurdles in the conduct of examination due to many reasons, some of which are spread of infection and associated safety issues, lack of public transport for patients as well as the postgraduates in outstation and examiners, and lack of workforce due to round-the-clock service for rendering health services leading to difficulty in arranging logistics at the examination center. Currently, there are no guidelines or policies on how examinations need to be carried out during such a pandemic. Hence, there is an urgent need to look at solutions within the profession for the completion of examination. Teachers of psychiatry play an important role in the national mental health services. Their expertise can be valuable for finding solutions that work. This article has compiled suggestions from Indian teachers of psychiatry.

Competence of Medical Students and Residents in Psychiatry regarding Spirituality, at a South African School of Clinical Medicine

Elsewhere, curricula for undergraduate and postgraduate psychiatry have been extended to include the role of spirituality. It has also become important to establish how, within accepted professional boundaries, spirituality should be incorporated appropriately into the current model for South African practice and training. The objectives included exploring, analyzing, and describing the views and experience of local academic psychiatrists on this topic. This study was designed as an explorative, descriptive, phenomenological qualitative investigation. In-depth, semi-structured interviews were conducted with individual academic specialist psychiatrists as the primary data source. Data saturation was achieved after 13 interviews. "Training of spirituality in psychiatry" emerged as one of six main themes from the integrated interview and literature content. All participants proposed that spirituality must be included in undergraduate medical and specialist psychiatric training. They have suggested that a mentorship model should be considered, which implies the reorientation of the teachers of psychiatry in this regard. This view concurred with the international medical literature, recommending that spirituality has to be incorporated into specialist psychiatric practice and training, but within professional boundaries and with all faith traditions and belief systems considered equally.

Teachers of Psychiatry meeting on evaluation to improve quality of research, held in Shanghai, China, organized by the Pacific Rim College of Psychiatrists

Asia-Pacific PsychiatryVolume 5, Issue 3 p. 214-216 COUNTRY REPORT Teachers of Psychiatry meeting on evaluation to improve quality of research, held in Shanghai, China, organized by the Pacific Rim College of Psychiatrists Zhi-bin Li MD, Zhi-bin Li MD Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, ChinaSearch for more papers by this authorLi-na Zheng MD, Li-na Zheng MD Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, ChinaSearch for more papers by this authorJing-jie Yang MD, Jing-jie Yang MD Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, ChinaSearch for more papers by this authorNa Zhong MD, Na Zhong MD Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, ChinaSearch for more papers by this authorLi Liu MD, Li Liu MD Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, ChinaSearch for more papers by this authorEdmond Chiu MD PhD, Edmond Chiu MD PhD Department of Psychiatry, University of Melbourne, Melbourne, AustraliaSearch for more papers by this authorMin Zhao MD PhD, Corresponding Author Min Zhao MD PhD Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China Correspondence Min Zhao MD PhD, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, 600 South Wanping Road, Shanghai 200030, China. Tel: +86 21 34 289 888 (ext. 3250) Fax: +86 21 64 387 986 Email: drminzhao@gmail.comSearch for more papers by this author Zhi-bin Li MD, Zhi-bin Li MD Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, ChinaSearch for more papers by this authorLi-na Zheng MD, Li-na Zheng MD Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, ChinaSearch for more papers by this authorJing-jie Yang MD, Jing-jie Yang MD Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, ChinaSearch for more papers by this authorNa Zhong MD, Na Zhong MD Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, ChinaSearch for more papers by this authorLi Liu MD, Li Liu MD Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, ChinaSearch for more papers by this authorEdmond Chiu MD PhD, Edmond Chiu MD PhD Department of Psychiatry, University of Melbourne, Melbourne, AustraliaSearch for more papers by this authorMin Zhao MD PhD, Corresponding Author Min Zhao MD PhD Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China Correspondence Min Zhao MD PhD, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, 600 South Wanping Road, Shanghai 200030, China. Tel: +86 21 34 289 888 (ext. 3250) Fax: +86 21 64 387 986 Email: drminzhao@gmail.comSearch for more papers by this author First published: 18 July 2012 https://doi.org/10.1111/j.1758-5872.2012.00213.xCitations: 2Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume5, Issue3September 2013Pages 214-216 RelatedInformation

Teachers of Psychiatry meeting in Shanghai: A leadership training course

Teachers of Psychiatry meeting in Shanghai: A leadership training course

TOP (Teachers of Psychiatry) Meeting, Vancouver, British Columbia

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TOP (Teachers of Psychiatry) Meeting, Shanghai - A Leadership Training Course

Asia-Pacific PsychiatryVolume 3, Issue 2 p. 98-98 TOP (Teachers of Psychiatry) Meeting, Shanghai – A Leadership Training Course First published: 23 May 2011 https://doi.org/10.1111/j.1758-5872.2011.00126.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume3, Issue2June 2011Pages 98-98 RelatedInformation

TOP (Teachers of Psychiatry) Meeting, Shanghai - A Leadership Training Course

Asia-Pacific PsychiatryVolume 3, Issue 1 p. 41-41 TOP (Teachers of Psychiatry) Meeting, Shanghai – A Leadership Training Course First published: 01 March 2011 https://doi.org/10.1111/j.1758-5872.2011.00114.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume3, Issue1March 2011Pages 41-41 RelatedInformation

Conversation with Bruce Ritson

In this occasional series we record the views and personal experience of people who have especially contributed to the evolution of ideas in the journal's field of interest. Dr Bruce Ritson was formerly Consultant Psychiatrist at the Royal Edinburgh Hospital and Senior Lecturer at Edinburgh University. He currently chairs the medical campaign group, Scottish Health Action on Alcohol Problems (SHAAP), which is hosted by the Royal College of Physicians of Edinburgh. He has had a long and fruitful research career.

Undergraduate training in Psychiatry: World perspective

Byline: R. Murthy, S. Khandelwal Historical Development of Mental Health Services During the last three centuries, there has been major shifts in the way mentally ill are viewed and cared for all over the world. The changes during the last 50 years are most significant. From a situation of considering the "mad" as "bad" and incarceration in jails and asylums, there is now recognition of the human rights of the mentally ill. From jails and asylums, the care of the mentally ill persons has moved to the community. Another important development is the care providers. Current approach to care in the community includes, besides psychiatrists, other mental-health professionals, primary-care doctors, family members, volunteers and the ill persons. The driving forces towards these changes have been many: the recognition of the wide range of mental disorders, the high prevalence of mental disorders in the community, the availability of a variety of interventions (pharmacological and nonpharmacological), the demonstration of the effectiveness. Human Resources for Health Care There is an international focus on human resources for health care. The theme of the World Health Report 2006 (WHR 2006) was Working Together for Health. The WHR 2006 begins with the following observation: "In this decade of the 21[sup] st century, immense advances in human well-being coexist with extreme deprivation. In global health we are witnessing the benefits of new medicines and technologies. But there are unprecedented reversals. Life expectancies have collapsed in some of the poorest countries to half the level of the richest - attributable to the ravages of HIV/AIDS in parts of sub-Saharan Africa and to more than a dozen "failed states". These setbacks have been accompanied by growing fears, in rich and poor countries alike, of new infectious threats such as SARS and avian influenza and "hidden" behavioural conditions such as mental disorders (emphasis added) and domestic violence ."(xv) (emphasis added). Further, the report states The ultimate goal of health workforce strategies is a delivery system that can guarantee universal access to health care and social protection to all citizens in every country. There is no global blueprint that describes how to get there - each nation must devise its own plan. Effective workforce strategies must be matched to a country's unique situation and based on social consensus (emphasis added). (p.119) The human resources for mental health care are grossly inadequate in the developing countries, as presented by the WHO Atlas document in 2005. In the Indian context, the development of appropriate human resources for health in general is receiving serious attention. For example, the setting up of the Public Health Foundation of India in 2006 is a good example of this concern. Both authors come from a background of community mental health and experience of training and working with primary health-care doctors. The effort is to present the "world" perspective (from the World Health Report, the World Psychiatric Association (WPA) guidelines, experiences of different countries) and identify some issues relevant to undergraduate education in India. World Health Report 2001 The World Health Report 2001 makes 10 overall recommendations. The first of this is "Provide treatment in primary care." The management and treatment of mental disorders in primary care is a fundamental step which enables the largest number of people to get easier and faster access to services. It is to be recognized that many are already seeking help at this level. This not only gives better care but also cuts wastage resulting from unnecessary investigations and inappropriate and nonspecific treatments. For this to happen, however, general health personnel need to be trained in the essential skills of mental health care. Such training ensures the best use of the available knowledge for the largest number of people and makes possible the immediate application of interventions. …

Brave new world: the AUTP survey of academic psychiatry

This brief article reports the results of a questionnaire survey of Academic Departments of Psychiatry in the UK in August 1992 initiated by the Association of University Teachers of Psychiatry (AUTP). The survey was undertaken in an effort to gauge more objectively a growing sense of anxiety within academic psychiatry, whose key functions – education, training, clinical research – seemed to many to be threatened by changes in the logistics of funding within universities and the NHS. These changes include the introduction of the internal market in the NHS, changes in the funding from the Universities Funding Council (UFC) and the service increment for teaching and research (SIFTR), ever stiffer competition for research grants, changing funding patterns for clinical research with the Peckham initiative, and, for the ten London departments, the Tomlinson report.

‘Teaching the teachers' — a survey of trainees’ teaching experience

With a view to stimulating discussion on the subject of trainee's attitudes towards, and experience of teaching, at an informal meeting of members of the Association of University Teachers of Psychiatry held in Leicester last year, a survey of Trent Region Psychiatric Senior Registrars, as well as delegates to the first College Trainees' Conference (held at Warwick University), was undertaken.

To all current and ex members of the Association of University Teachers of Psychiatry

To all current and ex members of the Association of University Teachers of Psychiatry