De Cates, Angharad N., de Cates, Paul, Singh, Swaran P. and Marwaha, Steven (2019) Can curriculum design influence medical students’ attitudes to psychiatry? A comparison of two different approaches. Medical Teacher, 41 (8). pp. 939-948. doi:10.1080/0142159X.2019.1602253 ISSN 0142-159X.

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Abstract

Medical students with poor attitudes toward psychiatry are unlikely to choose it as a career, and current psychiatry recruitment is inadequate for future NHS needs. Amending medical school curricula has been suggested as one solution. We performed a unique naturalistic mixed-methods cross-sectional survey of two sequential cohorts in a UK medical school, before and after the restructuring of the entire MBChB curriculum. As well as increasing integration with other specialties, the emphasis placed on psychiatry increased throughout the course, but the final psychiatry block reduced from 8 to 6 weeks. Students experiencing the refreshed curriculum had better attitudes to psychiatry and psychiatric patients and were more positive about psychiatry as a career for themselves and others, compared to students on the old curriculum. This was demonstrated both quantitatively using validated rating scales (12/30 questions ATP-30 and 1/6 questions PEAK-6) and qualitatively using free-text responses. Restructuring undergraduate medical curricula to enhance integration may yield added value, including the potential to improve attitudes to specialties previously learned in silos, such as psychiatry. This may improve recruitment and the understanding of mental health for all future doctors.

Item Type:	Journal Article
Subjects:	R Medicine > RC Internal medicine
Divisions:	Faculty of Science, Engineering and Medicine > Medicine > Warwick Medical School
Library of Congress Subject Headings (LCSH):	Medical students, Medical students -- Great Britain -- Attitudes, Psychiatry -- Study and teaching (Graduate) -- Great Britain, Medical education -- Great Britain, Medical education -- Curricula, Medicine -- Curricula
Journal or Publication Title:	Medical Teacher
Publisher:	Taylor & Francis
ISSN:	0142-159X
Official Date:	6 May 2019
Dates:	Date Event 6 May 2019 Published 28 March 2019 Accepted
Volume:	41
Number:	8
Page Range:	pp. 939-948
DOI:	10.1080/0142159X.2019.1602253
Status:	Peer Reviewed
Publication Status:	Published
Reuse Statement (publisher, data, author rights):	“This is an Accepted Manuscript of an article published by Taylor & Francis in Medical Teacher on 06/05/2019, available online: http://www.tandfonline.com/10.1080/0142159X.2019.1602253.”
Access rights to Published version:	Restricted or Subscription Access
Date of first compliant deposit:	29 March 2019
Date of first compliant Open Access:	6 May 2020
RIOXX Funder/Project Grant:	Project/Grant ID RIOXX Funder Name Funder ID UNSPECIFIED [NIHR] National Institute for Health Research http://dx.doi.org/10.13039/501100000272
Related URLs:	Publisher

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