Undergraduate Psychiatry Education Research Articles

Undergraduate psychiatry education in Sri Lanka: the current situation and the way forward

No abstract available

An Evaluation of the First Clinical Posting in Psychiatry of the Competency-Based Medical Education (CBME) Curriculum for Undergraduate Medical Students in India.

The new competency-based medical education (CBME) curriculum presents an opportunity to address the many deficiencies in undergraduate (UG) psychiatry education in India. There are no published reports of such evaluations of psychiatry teaching programs based on the new CBME curriculum. We performed a cross-sectional evaluation of the first clinical posting in psychiatry of the new CBME curriculum using the following metrics: clinical skills, knowledge, attitudes towards psychiatry, self-efficacy in performing the specific learning objectives (SLOs), and satisfaction with specific teaching-learning and assessment methods implemented. The mean knowledge score after the posting was significantly higher compared to the mean knowledge score at baseline (7.79 vs 5.45, p<0.001). The mean clinical skills score after the posting was 13.77 (0-20 range). Improvement was noted in the mean scores on all three sub-scales of the attitudes toward psychiatry scale. However, the improvement in scores was statistically significant only on the 'Stigma of Psychiatry' sub-scale. The mean scores on the items of the self-efficacy scale were between 63.41 and 77.73 (0-100 range). The mean scores on all items of the satisfaction scale were between 4 (somewhat satisfied) and 5 (very satisfied). We have described an evaluation of the first clinical posting in psychiatry of the new CBME curriculum. The posting was effective in imparting knowledge and clinical skills and potentially bringing about favorable changes in the attitudes toward psychiatry among UG medical students. The students also perceived confidence in performing the SLOs and were satisfied with the teaching-learning methods and assessment methods implemented.

So Why Do They Not Engage? Grounded Theory Research to Understand and Explain Why Medical Students Disengage from Undergraduate Psychiatry Education in India.

For almost 60 years, Indian psychiatry literature has called for all medical students to learn psychiatry so that millions of mentally unwell people across India might receive appropriate treatment. Yet for almost 60 years, medical students have disengaged from psychiatry education, resulting in limited learning. The literature has repeatedly cited the solution as one that involves longer exposure on posting and more exam questions, with little impact. This research sought to understand why medical students disengage from psychiatry education so that meaningful change might occur. The research utilized constructivist grounded theory, initially in one medical college in Mumbai, followed by a quantitative survey to test the findings with a wider group of interns across 10 states of India. An iterative process of data gathering and analysis was undertaken using the constant comparison method and theoretical integration. Findings identified that 98% of interns believe all MBBS (doctors) should "know" psychiatry, with "know" meaning practical skills-how to assess and treat people with mental illness. The majority of students attend psychiatry to learn those skills, but on finding faculty too overworked to teach, they disengage, saying: "there's nothing in it for me." The findings indicate that more exam questions would not increase engagement. Medical students want to learn skills to help those in mental distress. Faculty do not have time and, arguably, the training to teach them. To address the nation's mental health needs, the government needs to prioritize teaching of psychiatry skills by releasing and enabling psychiatry faculty, alongside the certification of psychiatry skills.

Teaching, assessment and best practice in undergraduate psychiatry education in the UK: cross-sectional survey.

We conducted a cross-sectional survey to examine how undergraduate psychiatry is taught and assessed across medical schools in the UK that have at least one cohort of graduated students. In total, 27 medical schools completed the survey. Curriculum coverage of common mental disorders, assessment skills and mental health law was broadly consistent, although exposure to psychiatric subspecialties varied. Significant variation existed regarding the duration of psychiatry placements and availability of enrichment activities. Small-group teaching, lectures and e-learning were the most frequent teaching modalities and various professionals and lived experience educators (patient and/or carers) contributed to teaching. Objective structured clinical examinations and multiple-choice questions dominated assessments. Medical schools should consider increasing students' exposure to different psychiatric subspecialties and integrating physical and mental health training to address comorbidity and promote holistic care. Future research should explore whether specific undergraduate experiences promote greater career interest and skills in psychiatry.

“It kinda helped us to be there”: students’ perspectives on the use of virtual patient software in psychiatry posting

BackgroundAt the Faculty of Medicine of the National University of Malaysia, a virtual patient software program, DxR Clinician, was utilised for the teaching of neurocognitive disorder topics during the psychiatry posting of undergraduate medical students in a modified team-based learning (TBL) module. This study aimed to explore medical students’ learning experiences with virtual patient.MethodsTen students who previously underwent the learning module were recruited through purposive sampling. The inclusion criteria were: (a) Fourth-year medical students; and (b) Completed psychiatry posting with the new module. Students who dropped out or were unable to participate in data collection were excluded. Two online focus group discussions (FGDs) with five participants each were conducted by an independent facilitator, guided by a questioning route. The data were transcribed verbatim and coded using the thematic analysis approach to identify themes.ResultsThree main themes of their learning experience were identified: (1) fulfilment of the desired pedagogy (2), realism of the clinical case, and (3) ease of use related to technical settings. The pedagogy theme was further divided into the following subthemes: level of entry for students, flexibility of presentation of content, provision of learning guidance, collaboration with peers, provision of feedback, and assessment of performance. The realism theme had two subthemes: how much the virtual patient experience mimicked an actual patient and how much the case scenario reflected real conditions in the Malaysian context. The technical setting theme entailed two subthemes: access to the software and appearance of the user interface. The study findings are considered in the light of learning formats, pedagogical and learning theories, and technological frameworks.ConclusionsThe findings shed light on both positive and negative aspects of using virtual patients for medical students’ psychiatry posting, which opens room for further improvement of their usage in undergraduate psychiatry education.

A critical review of undergraduate education and teaching in forensic psychiatry.

Although forensic psychiatry is recognised as a full medical speciality in the UK, training in it is not routinely offered to medical students. With growth both in forensic psychiatry and availability of medical school places, it is a good time to explore the nature and quality of experience already available. 1. To map the literature against the guideline for reporting evidence-based practice educational interventions and teaching checklist. 2. To critically review research and scholarship. 3. To identify gaps in evidence-based education for medical students in forensic psychiatry. A systematic search of three bibliographic databases from inception to December 2021 was undertaken using keywords related to medical students and forensic psychiatry between December 2021 and March 2022. The search was supplemented by citation and hand searching. Eight articles were identified. Collectively, they suggest that education and teaching were implemented at a local level and not linked to theories of learning. Exposure to forensic psychiatry stimulated positive attitudes, which amplified interest in psychiatry. There was insufficient evidence to determine optimal undergraduate education and teaching practice in forensic psychiatry. Forensic psychiatry appears to have much to offer the medical undergraduate as part of core learning in psychiatry, including universal skills and knowledge such as ethical decision-making and handling emotions. There appears to be considerable opportunity for education, teaching and research innovation in undergraduate education and teaching in forensic psychiatry. Interesting areas for development include simulated and coproduced education.

“Maniac” and “Crazy Ex-Girlfriend”: A Novel Adaptation of Two TV Series for Classroom Undergraduate Psychiatry Education in an Age of COVID-19 Social Distancing

Aim: Psychiatry has traditionally been taught bedside. Multiple ethical and logistics issues preclude use of certain patient groups, and in the current COVID-19 pandemic, there is the additional obstacle of not being able to access bedside patients. There is utility in using new media, e.g., television and movies, in psychiatry education. Methods: “Maniac” and “Crazy Ex-Girlfriend”, both available on Netflix, were used in an undergraduate psychiatry module to illustrate clinical lessons regarding schizophrenia and borderline personality disorder respectively. Results: “Maniac” was helpful in illustrating subtle changes in affect, occupational and social dysfunction, and showcasing disrupted family dynamics and distress from experiencing hallucinations and delusions. “Crazy Ex-Girlfriend” was instructional in crystallising psychopathology of borderline personality disorder and providing more nuanced, less cross-sectional views of psychiatric illness. Conclusions: Even though television and movies will and should not replace face-to-face bedside teaching as a primary mode of education, they are an adjunct to stimulate discussion and observe psychopathologies that are ethically difficult to capture. Both of them can be used judiciously in the current COVID-19 pandemic as bedside teaching substitutes.

Preparedness of final year medical students in caring for lesbian, gay, bisexual, and transgender patients with mental illness.

Lesbian, gay, bisexual, and transgender (LGBT) individuals have a higher prevalence of mental illness compared to the general population. Discriminatory behaviour from mental health care providers impedes access to culturally competent mental health care. Undergraduate psychiatry education plays an important role in adequately preparing medical doctors to care for mental illness in LGBT patients. This study aims to assess the knowledge, attitudes and clinical preparedness of final-year medical students in caring for LGBT patients after completion of their psychiatry rotation. Faculty of health sciences at a large public university in Gauteng. This was a cross-sectional study using an anonymous self-administered questionnaire. The questionnaire comprised demographic data, the lesbian, gay, bisexual, and transgender development of clinical skills scale (LGBT-DOCSS) and questions relating to their subjective knowledge and preparedness in LGBT mental health care. The LGBT-DOCSS is a validated tool consisting of three subscales: basic knowledge, attitudinal awareness, and clinical preparedness. Data from 170 final-year students were used in the analyses. Participants scored within the low range for clinical preparedness and basic knowledge subscales but high in the attitudinal subscale. Gender, sexual orientation and academic background were associated with higher overall scores and higher basic knowledge and attitudinal awareness scores. Final-year medical students were not adequately prepared in caring for LGBT patients with mental illness as indicated by the LGBT-DOCSS. This study identifies a gap in undergraduate psychiatric training in providing culturally competent mental health care for a vulnerable population.

The frequency of pregnancy recognition across the gestational spectrum and its consequences in the United States

The frequency of pregnancy recognition across the gestational spectrum and its consequences in the United States

Symposium

Clinical Research Centre for Neuromodulation in Psychiatry(Multicentric Project under India Alliance at NIMHANS, Bengaluru, CIP, Ranchi and KMC, Manipal)Proposal for Symposium at Annual National Conference of Indian Psychiatric Society, 2022Transcranial Electrical Stimulation (tES) in psychiatry: Scope and Emerging evidencesDuration: 60 minutesNon-invasive brain stimulation (NIBS) techniques are increasingly being used to treat symptoms that are resistant to psychotropic treatments. Transcranial Direct Current Stimulation (tDCS) is one such emerging focal stimulation technique showing promising leads in treatment resistant psychiatric conditions and getting popular due its lower-cost and ease of administration. Emerging mechanistic and clinical efficacy studies are showing promising results of tDCS for psychiatric practice. Its relative safety has implications for its utility in special populations including extremes of age, pregnancy, and comorbid conditions. Advancing technologies are leading tDCS towards personalised therapeutic options.In addition, novel transcranial electrical stimulations (tES) with different waveforms are being evaluated in neuroscience. Alternating current (tACS), oscillatory current (tOCS), pulse current (tPCS) and random noise (tRNS) stimulations are modulating neural oscillations in various clinically translatable fronts. Rich knowledge in neural oscillations in psychiatric conditions from Electrophysiological/magnetoencephalographic studies over many decades are now beginning to bear fruits for translational research.First presentation will cover theoretical basis and translational aspects of tDCS. Second presentation will discuss on safety and clinical utility of tDCS with special focus on its utility in special clinicalPage 1 of 2population. Third presentation will provide an overview on neural oscillation, and its importance in psychiatric disorders. Fourth presentation will review the novel waveforms of tES and how they can modulate neural oscillations to bring about therapeutic changes in psychiatric disorders.Structure of the SymposiumRelevance of Psychiatry in (NExT) National Exit TestThe medical colleges in India are likely to increase as per the Govt of India’s plan to have one medical college in every district to enhance the availability of medical doctors to the population needs. India already has more than 80000 medical students graduating as doctors every year. Unfortunately, the training medical students in psychiatry has been poor with no psychiatry skill mandatory for licencing to graduate as a doctor. This is in contrast to the needs of India, which has more than 200 million people with psychiatric disorders as per the WHO ICMR Global burden study. The 2019 Competency- based medical curriculum implemented in India to ensure Indian Medical Graduate (IMG) have required skills failed to incorporate psychiatry as mandatory in the examination process. The National Medical Commission (NMC) has proposed the National Exit Test at the end of the MBBS course as a single examination for postgraduation courses. It is important that Psychiatry as a subject is given required weightage in NExT to enhance the knowledge of upcoming doctors to cater the needs of the people with psychiatric disorders in the community.Dr Ravi Gupta : Why is the NExT important for Undergraduate psychiatry education ?Dr Henal Shah : What is relevance of Psychiatry in the NExT for postgraduates, irrespective of speciality ? Dr Kishor M : Why is NExT important for Psychiatry teachers?Dr Sujit Sarkhel : The Role of Indian Psychiatric Society and its preparedness for upcoming NExTSpeakerTopicDuration discussion (including)Dr. Samir Kumar Praharaj Prof. of Psychiatry, KMC, ManipalApplication of tDCS: Bench to Bedside15 minutesDr. Sonia Shenoy Assoc. Prof. of Psychiatry, KMC, ManipalScope of tDCS in Special Population15 minutesDr. Umesh S Assoc. Prof. of Psychiatry, CIP, RanchiNeural oscillations: Implications for psychiatry15 minutesDr. Sreeraj VS Assist. Prof. of Psychiatry, NIMHANS, BengaluruNovel tES waveforms: Potentials application for psychiatric15 minutes

“It’s real life, isn’t it?” Integrated simulation teaching in undergraduate psychiatry education – a qualitative study

PurposeHigh-fidelity simulation has well-established educational value. However, its use in psychiatry remains underexplored. This study explores medical students’ experiences of high-fidelity simulation teaching during their psychiatry placements. A session was delivered on “psychiatric emergencies”, set in a simulated emergency department, with equal emphasis on the management of physical and psychiatric aspects of patient care. This paper aims to report on student attitudes to high-fidelity simulation teaching in psychiatry, as well as student attitudes to “integrated” teaching (i.e. covering both physical and psychiatric knowledge).Design/methodology/approachSemi-structured focus groups were conducted with medical students at a UK university. This exploratory approach generated rich qualitative data. Thematic analysis was used.FindingsHigh-fidelity simulation teaching in psychiatry is well regarded by medical students, and helps students recognise that psychiatric problems can present in any clinical setting. This study has demonstrated that students value this type of “integrated” teaching, and there is potential for this approach to be more widely adopted in undergraduate health-care professional education. High-fidelity simulation could also be considered for incorporation in undergraduate examinations.Originality/valueTo the best of their knowledge, the authors are the first to conduct an in-depth exploration of attitudes to simulation teaching specifically in psychiatry. The authors are also the first to directly explore student attitudes to “integrated” teaching of psychiatry and physical health topics. The results will support the effective planning and delivery of simulation teaching in psychiatry, the planning of undergraduate summative assessments and will likely be of interest to health-care professionals, educational leads, simulation practitioners and students.

Teaching psychiatry to medical students in the time of COVID-19: experiences from UK medical schools.

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.

Comparative Changes in Psychological Mindedness, Mindfulness, and Concordance Attitudes between Online and Face-to-Face Undergraduate Psychiatry Education in a University in Borneo, Malaysia

&#x0D; Introduction: Psychiatry posting is one of essential posting for medical students in Universiti Malaysia Sabah. Apart from learning about mental health disorder, students are also exposed to various psychotherapies techniques are crucial in psychiatric practise. However, in view of COVID-19, online learning had to be adopted, instead of the traditional face-to-face learning.&#x0D; Methods: The study aimed to assess the difference in diverse psychological constructs, such as psychological mindedness, flexibility, and mindfulness; pre- &amp; post-psychiatry posting, and to determine whether online learning was comparable to face-to-face learning. The study was done on 58 undergraduate medical student populations, utilizing a set of scales to determine the psychological constructs, viz., balanced Index of psychological mindedness, Leeds attitudes to Concordance Scale II (LATCon II), the mindful attention awareness scale, and the acceptance and action questionnaire-II, which were administered before &amp; after completion of the posting.&#x0D; Results: Results were subsequently analysed using IBM SPSS. Interestingly, both control group (mean difference= 15.155, p= 0.004) and online psychiatry posting (mean difference 12.691, p= 0.014) had higher mindfulness level when compared to face-to-face psychiatry posting. Despite the common perception that psychiatry posting raises awareness regarding mental health, it was found that there were no significant differences in psychological constructs pre- and post-psychiatry posting. Interestingly, the online psychiatry posting also found to be as effective as the face-to-face psychiatry posting.&#x0D; Conclusion: This study highlighted the applicability of online learning in psychiatry, which could be crucial in maintaining continuity of learning during these uncertain times.

Undergraduate education in psychiatry in India

Medical education curricula, from around the world, have often neglected psychiatry as a subject of importance in undergraduate medical training. In India, the scenario has not been different from the rest of the world. The National Mental Health Survey done in India, recently, estimates a treatment gap of around 80–85% for various mental illnesses. This provides a strong case to strengthen the undergraduate psychiatry curricula since it would help tackle the treatment gap of common mental disorders in the community. Further, a strong educational foundation with meaningful inclusion of mental health and well-being, will also make the trainee aware of their own mental well-being and better help seeking behaviour in the medical student. In this article, we look to review the evolution of undergraduate medical education in India.

Undergraduate Education in Psychiatry in India

Abstract Medical education curricula, from around the world, have often neglected psychiatry as a subject of importance in undergraduate medical training. In India, the scenario has not been different from the rest of the world. The National Mental Health Survey done in India, recently, estimates a treatment gap of around 80–85% for various mental illnesses. This provides a strong case to strengthen the undergraduate psychiatry curricula since it would help tackle the treatment gap of common mental disorders in the community. Further, a strong educational foundation with meaningful inclusion of mental health and well-being, will also make the trainee aware of their own mental well-being and better help seeking behaviour in the medical student. In this article, we look to review the evolution of undergraduate medical education in India.

A nationwide survey of attitudes towards psychiatry among final-year medical students in Sri Lanka.

Stigma towards psychiatry, a debilitating phenomenon worldwide, is likely to have engendered the longstanding lack of recruitment into psychiatry in Sri Lanka (SL). However, as recent expansion of the undergraduate training in psychiatry in SL may have instigated favorable changes in students' attitudes, we assessed the attitudes of students regarding psychiatry by administering Attitude towards psychiatry-30 (ATP-30) scale to final-year medical students in nine medical schools in SL. This 30-item questionnaire covers eight domains of psychiatry and is rated on a Likert scale, producing a total score out of 150. A multiple linear regression was performed to investigate associated factors. A total of 743 fin. l-year students participated. Of them, 54 % were male. The mean attitude score was 107.7 (SD = 12.3) and 92.2 % showed an overall "positive" attitude. 22.2 % of students considered psychiatry as a potential future career. Students with more than one month of clinical exposure to psychiatry showed a better attitude compared to those with shorter exposure. Female gender and the presence of a close person with mental illness were also associated with better attitudes and career interest. The generally positive attitude towards psychiatry among medical students may be explained, at least partly, by recent advances in undergraduate psychiatry education in SL. Longer clinical exposure to psychiatry being associated with better attitudes indicates the need to ensure adequate duration of clinical training in psychiatry in the undergraduate curriculum.

Entrustable Professional Activities in Psychiatry: A Systematic Review.

Entrustable professional activities (EPAs) represent discrete clinical tasks that can be entrusted to trainees in psychiatry. They are increasingly being used as educational framework in several countries. However, the empirical evidence available has not been synthesized in the field of psychiatry. Therefore, the authors conducted a systematic review in order to summarize and evaluate the available evidence in the field of EPAs in undergraduate and graduate medical education in psychiatry. The authors searched PubMed, Cochrane Library, ERIC, Embase, PsycINFO, all Ovid journals, Scopus, Web of Science, MedEdPORTAL, and the archives of Academic Psychiatry for articles reporting quantitative and qualitative research as well as educational case reports on EPAs in undergraduate and graduate psychiatry education published since 2005. All included articles were assessed for content (development, implementation, and assessment of EPAs) and quality using the Quality Assessment Tool for Studies with Diverse Designs. The authors screened 2807 records and included a total of 20 articles in the final data extraction. Most studies were expert consensus reports (n = 6, 30%) and predominantly conducted in English-speaking countries (n = 17, 85%). Papers reported mainly EPA development and/or EPA implementation studies (n = 14, 70%), whereas EPA assessment studies were less frequent (n = 6, 30%). Publications per year showed an increasing trend both in quantity (from 1 in 2011 to 7 in 2018) and quality (from a QATSDD score of 27 in 2011 to an average score of 39 in 2018). The main focus of the articles was the development of individual EPAs for different levels of training for psychiatry or on curricular frameworks based on EPAs in psychiatry (n = 10, 50%). The lack of empirical controlled studies does currently not allow for meta-analyses of educational outcomes. The concept of EPA-based curricula seems to become increasingly present, a focus in the specialty of psychiatry both in UME and GME. The lack of empirical research in this context is an important limitation for educational practice recommendations. Currently there is only preliminary but promising data available for using EPAs with regard to educational outcomes. EPAs seem to be effectively used from a curriculum design perspective for UME and GME in psychiatry.

The Psychiatry Major: A Curricular Innovation to Improve Undergraduate Psychiatry Education in China.

In China, a psychiatry major curriculum (PMC) has been implemented in select medical schools to improve the quality of undergraduate psychiatry education (UPE). Our aim was to describe this PMC and compare it with UPE in the standard Chinese clinical medicine curriculum (CMC). We also benchmarked PMC to UPE programs in the Hong Kong Special Administrative Region of China and the United States of America (USA) to determine how well it met standards of well-established programs and to highlight areas for improvement. Based on archival information, relevant literature, and communication with key informants, we described PMC and CMC in a Chinese school with both curriculums. We then compared PMC to UPE curriculums in Hong Kong and the USA. PMC provides substantially more comprehensive exposure to psychiatry than CMC, with more preclinical experiences and psychiatry clerkship course hours, greater diversity of clinical sites, and exploration of subspecialties. PMC employs a variety of teaching methods and offers mentoring for students. PMC has similar UPE preclinical content and course hours as programs in Hong Kong and the USA. PMC also provides more clinical exposure than programs in Hong Kong or the USA, although there is less variety in clinical settings. We recommend implementation of concrete measures to improve UPE in Chinese medical schools, using the PMC curriculum as a model that has been successfully implemented in China. We also recommend improvements to PMC based on comparisons with existing programs outside Mainland China.

Free Online Training Modules Hoped to Attract More Students to Psychiatry

Free Online Training Modules Hoped to Attract More Students to Psychiatry

Global Outreach of a Locally-Developed Mobile Phone App for Undergraduate Psychiatry Education.

BackgroundOver the past decade, there have been massive developments in both Web-based and mobile phone technologies. Mobile phones are well accepted by students, trainees, and doctors. A review of the current literature has identified the following specialties that have used mobile phones in education: pediatrics, ophthalmology, nephrology, plastic surgery, orthopedics, pharmacology, and urology. However, to date, there are no published papers examining the application of the latest mobile phone technologies for psychiatry education internationally.ObjectivesThe main objectives of this study are (1) to determine the feasibility and receptiveness of a locally-developed psychiatry mobile phone app and user perspectives (both quantitative and qualitative) towards it, and (2) to determine the receptiveness of a locally-developed app for psychiatry education internationally.MethodsA Web-based app that contained textbook contents, videos, and quizzes was developed using HTML5 technologies in 2012. Native apps were subsequently developed in 2013. Information about the apps was disseminated locally to Singaporean medical students, but the respective native apps were made available on the app stores. A user perspective survey was conducted locally to determine student’s perception of the app.ResultsFrom the inception of the app until the time of preparation of this manuscript, there have been a cumulative total of 28,500 unique visits of the responsive HTML5 Web-based mobile phone app. There have been a cumulative total of 2200 downloads of the Mastering Psychiatry app from the Apple app store and 7000 downloads of the same app from the Android app store. The initial user perspective survey conducted locally highlighted that approximately a total of 95.2% (177/186) of students felt that having a psychiatry mobile phone app was deemed to be useful. Further chi-squared analysis demonstrated that there was a significant difference between males and females in their perception of having textbook contents in the mobile phone app (χ2 4=12.9, P=.0012).ConclusionsTo the best of our knowledge, this is the first study to demonstrate the feasibility and global acceptance of a local, self-designed educational app for psychiatry education. Whilst the current research has managed to demonstrate the feasibility and acceptance of such an app, future studies would be warranted to look, in-depth, into whether there are cultural differences in terms of perceptions towards having such an app in psychiatry and what contents different cultures and cohorts of students might want within an app.