Critical Psychiatry Debates; A Neglected Tool in Undergraduate Medical Education
Background: Healthcare professionals must adapt to everyday clinical controversies using their critical thinking and communication skills. Educational debates nurture these skills producing a well-rounded clinician. Their value is well established in healthcare education, yet they are not commonly e...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
F1000 Research Ltd
2021-09-01
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| Series: | MedEdPublish |
| Subjects: | |
| Online Access: | https://www.mededpublish.org/Manuscripts/4170 |
| _version_ | 1811273225562226688 |
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| author | Ahmad Allam Ashvin Kuri Ali Ajaz Saman Ahmed Peter Carter Ania Korszun |
| author_facet | Ahmad Allam Ashvin Kuri Ali Ajaz Saman Ahmed Peter Carter Ania Korszun |
| author_sort | Ahmad Allam |
| collection | DOAJ |
| description | Background: Healthcare professionals must adapt to everyday clinical controversies using their critical thinking and communication skills. Educational debates nurture these skills producing a well-rounded clinician. Their value is well established in healthcare education, yet they are not commonly employed, and there is no literature on their use in undergraduate Psychiatry teaching.
Methods: We planned and implemented a one-off educational debate lesson as part of the teaching program of fourth-year medical students on their Psychiatry clinical placements. We collected and analyzed the students’ feedback.
Results: Although most students had no experience of debates, 79% found the learning event positive. The students also reported improvement in their confidence (58%), oral presentation skills (37%), critical thinking skills (71%) and the ability to cope with conflict (54%). In addition, there was a positive shift in their attitude towards Psychiatry (71%) and the chances of choosing it as a future speciality (33%).
Conclusion: Our results showcase the benefit of using debates in shaping future doctors’ non-clinical skills and practice attitudes. In this paper, we discuss a thematic analysis of students’ feedback comments and reflect on several points in the planning and delivering educational debates. We also include practical recommendations for future applications. |
| first_indexed | 2024-04-12T22:55:19Z |
| format | Article |
| id | doaj.art-0a9398aaabaf4ea18af60af8dc8151a3 |
| institution | Directory Open Access Journal |
| issn | 2312-7996 |
| language | English |
| last_indexed | 2024-04-12T22:55:19Z |
| publishDate | 2021-09-01 |
| publisher | F1000 Research Ltd |
| record_format | Article |
| series | MedEdPublish |
| spelling | doaj.art-0a9398aaabaf4ea18af60af8dc8151a32022-12-22T03:13:12ZengF1000 Research LtdMedEdPublish2312-79962021-09-01101Critical Psychiatry Debates; A Neglected Tool in Undergraduate Medical EducationAhmad Allam0Ashvin Kuri1Ali Ajaz2Saman Ahmed3Peter Carter4Ania Korszun5North East London Foundation TrustBarts & The London Medical SchoolCentre for Psychiatry, Barts and The London School of Medicine and DentistryNorth East London Foundation TrustNorth East London Foundation TrustCentre for Psychiatry, Barts and The London School of Medicine and DentistryBackground: Healthcare professionals must adapt to everyday clinical controversies using their critical thinking and communication skills. Educational debates nurture these skills producing a well-rounded clinician. Their value is well established in healthcare education, yet they are not commonly employed, and there is no literature on their use in undergraduate Psychiatry teaching. Methods: We planned and implemented a one-off educational debate lesson as part of the teaching program of fourth-year medical students on their Psychiatry clinical placements. We collected and analyzed the students’ feedback. Results: Although most students had no experience of debates, 79% found the learning event positive. The students also reported improvement in their confidence (58%), oral presentation skills (37%), critical thinking skills (71%) and the ability to cope with conflict (54%). In addition, there was a positive shift in their attitude towards Psychiatry (71%) and the chances of choosing it as a future speciality (33%). Conclusion: Our results showcase the benefit of using debates in shaping future doctors’ non-clinical skills and practice attitudes. In this paper, we discuss a thematic analysis of students’ feedback comments and reflect on several points in the planning and delivering educational debates. We also include practical recommendations for future applications.https://www.mededpublish.org/Manuscripts/4170DebatesPsychiatryStudentsHealthcareEducationSkillsAttitudesCriticalCommunicationConflict. |
| spellingShingle | Ahmad Allam Ashvin Kuri Ali Ajaz Saman Ahmed Peter Carter Ania Korszun Critical Psychiatry Debates; A Neglected Tool in Undergraduate Medical Education MedEdPublish Debates Psychiatry Students Healthcare Education Skills Attitudes Critical Communication Conflict. |
| title | Critical Psychiatry Debates; A Neglected Tool in Undergraduate Medical Education |
| title_full | Critical Psychiatry Debates; A Neglected Tool in Undergraduate Medical Education |
| title_fullStr | Critical Psychiatry Debates; A Neglected Tool in Undergraduate Medical Education |
| title_full_unstemmed | Critical Psychiatry Debates; A Neglected Tool in Undergraduate Medical Education |
| title_short | Critical Psychiatry Debates; A Neglected Tool in Undergraduate Medical Education |
| title_sort | critical psychiatry debates a neglected tool in undergraduate medical education |
| topic | Debates Psychiatry Students Healthcare Education Skills Attitudes Critical Communication Conflict. |
| url | https://www.mededpublish.org/Manuscripts/4170 |
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