Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-76fb5796d-vvkck Total loading time: 0 Render date: 2024-04-27T21:53:04.953Z Has data issue: false hasContentIssue false

Chapter 8.1 - Getting Involved

from Section 8 - Developing as a medical educator

Published online by Cambridge University Press:  12 October 2022

By
Dr Neera Gajree
Edited by
Patrick Hughes  and
Julie Langan Martin
Patrick Hughes
Affiliation:
NHS Forth Valley
Julie Langan Martin
Affiliation:
University of Glasgow
Get access

Summary

Psychiatry trainees play an important part in undergraduate medical student teaching. This chapter will explore some of the potential reasons why trainees should consider getting involved in teaching. Some of the opportunities for trainees to get involved in teaching are outlined and a number of teaching opportunities beyond the undergraduate setting are explored.

Type
Chapter
Information
Teaching Psychiatry to Undergraduates , pp. 189 - 194
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Al-Elq, H. A. (2010). Simulation-based medical teaching and learning. Journal of Family and Community Medicine, 17, 35–40.CrossRefGoogle ScholarPubMed
Apter, A., Metzger, R., and Glassroth, J. (1988). Residents’ perceptions of their role as teachers. Journal of Medical Education, 63, 900–5.Google Scholar
Bing-You, R. G. and Sproul, M. S. (1992). Medical students’ perceptions of themselves and residents as teachers. Medical Teacher, 14, 133–8.CrossRefGoogle ScholarPubMed
Bramble, D. J. (1991). ‘Teaching the teachers’ – a survey of trainees’ teaching experience. Psychiatric Bulletin, 15, 751–2.Google Scholar
Dale, J. T., Bhavsar, V., and Bhugra, D. (2007). Undergraduate medical education of Psychiatry in the West. Indian Journal of Psychiatry, 49, 166–98.Google ScholarPubMed
de Menezes, S. and Premnath, D. (2016). Near-peer education: a novel teaching program. International Journal of Medical Education, 30, 160–7.Google Scholar
El-Sayeh, H., Budd, S., Waller, R., et al. (2006). How to win the hearts and minds of students in psychiatry. Advances in Psychiatric Treatment, 12, 182–92.CrossRefGoogle Scholar
General Medical Council. (2011). Clinical placements for medical students. Available at: www.gmc-uk.org/-/media/documents/Clinical_placements_for_medical_students___guidance_0815.pdf_56437824.pdf (accessed 10 September 2020).Google Scholar
General Medical Council. (2013). Good medical practice. Available at: www.gmc-uk.org/ethical-guidance/ethical-guidance-for-doctors/good-medical-practice (accessed 4 April 2022).Google Scholar
Hickie, C., Nash, L., and Kelly, B. (2013). The role of trainees as clinical teachers of medical students in psychiatry. Australasian Psychiatry, 21, 583–6.CrossRefGoogle ScholarPubMed
Indraratna, P. L., Greenup, L. C., and Yang, T. X. (2013). Bedside teaching in Australian clinical schools: A national study. Journal of Biomedical Education, 948651. Available from: https://doi.org/10.1155/2013/948651 (accessed 10 September 2020).CrossRefGoogle Scholar
Kates, N. S. and Lesser, A. L (1985). The resident as a teacher: A neglected role. Canadian Journal of Psychiatry, 30, 418–21.Google Scholar
Korszun, A., Dharmaindra, N., Koravangattu, V., et al. (2011). Teaching medical students and recruitment to psychiatry: Attitudes of psychiatric clinicians, academics and trainees. The Psychiatrist, 35, 350–3.Google Scholar
Long, A. and Lock, B. (2014). Lectures and large groups. In Swanwick, T. (ed.) Understanding Medical Education: Evidence, Theory and Practice. 2nd ed. Chichester: John Wiley & Sons, 137–48.Google Scholar
Mavis, B., Turner, J., Lovell, K., et al. (2006). Faculty, students, and actors as standardized patients: Expanding opportunities for performance assessment. Teaching and Learning in Medicine, 18, 130–6.Google Scholar
Painter, A. F., Rodenhauser, P. R., and Rudisill, J. R. (1987). Psychiatric residents as teachers: A national survey. Journal of Psychiatric Education, 11, 21–6.CrossRefGoogle Scholar
Qureshi, Z. and Maxwell, S. (2012). Has bedside teaching had its day? Advances in Health Sciences Education, 17, 301–4.CrossRefGoogle ScholarPubMed
Royal College of Psychiatrists. (2010). A Competency Based Curriculum for Specialist Training in Psychiatry. Available at: www.rcpsych.ac.uk/docs/default-source/training/curricula-and-guidance/general_psychiatry_curriculum_march_2019.pdf?sfvrsn=9e53c99a_6 (accessed 10 September 2020).Google Scholar
Royal College of Psychiatrists. (2013). A Competency Based Curriculum for Specialist Core Training in Psychiatry. Available at: www.rcpsych.ac.uk/docs/default-source/training/curricula-and-guidance/core_psychiatry_curriculum_may_2019.pdf?sfvrsn=f8594b3e_6 (accessed 10 September 2020).Google Scholar
Royal College of Psychiatrists. (n.d.). Supporting medical students. Available at: www.rcpsych.ac.uk/become-a-psychiatrist/supporting-medical-students (accessed 4 April 2022).Google Scholar
Royal College of Psychiatrists. (2020). A Competency Based Curriculum for Specialist Core Training in Psychiatry. Available at: www.rcpsych.ac.uk/training/curricula-and-guidance/curricula-implementation/draft-core-psychiatry-curriculum (accessed 4 April 2022).Google Scholar
Royal College of Psychiatrists. (2022). Higher Speciality Curricula 2022. Available at:www.rcpsych.ac.uk/training/curricula-and-guidance/curricula-implementation/draft-higher-specialty-curricula-2022 (accessed 4 April 2022).Google Scholar
Stalmeijer, R. E., Dolmans, D., Wolfhagen, I., et al. (2008). Cognitive apprenticeship in clinical practice: Can it stimulate learning in the opinion of students? Advances in Health Sciences Education, 14, 535–46.Google ScholarPubMed
Stewart, D. E. and Feltovich, P. J. (1988). Why residents should teach: The parallel process of teaching and learning. In Edwards, J. C. and Marrier, R. L. (eds.) Clinical Teaching for Medical Residents: Roles, Techniques and Programs. New York: Springer, pp. 3–14.Google Scholar
Swainson, J., Marsh., M., and Tibbo, P. G. (2010). Psychiatric residents as teachers: development and evaluation of a teaching manual. Academic Psychiatry, 34, 305–9.CrossRefGoogle ScholarPubMed
Thampy, H., Alberti, H., Kirkchuk, L., et al. (2019). Near peer teaching in general practice. British Journal of General Practice, 69, 12–13.Google Scholar
The UK Foundation Programme Curriculum (2016). The Foundation Programme Curriculum 2016. Available at: https://foundationprogramme.nhs.uk/curriculum/ (accessed 4 April 2022).Google Scholar
Vassilas, C. A., Brown, N., Wall, D., et al. (2003). ‘Teaching the teachers’ in psychiatry. Advances in Psychiatric Treatment, 9, 308–15.Google Scholar
Weiss, V. and Needlman, R. (1998). To teach is to learn twice: Resident teachers learn more. Archives of Pediatrics and Adolescent Medicine, 152, 190–2.CrossRefGoogle ScholarPubMed

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×