Psychiatry and mental health teaching programs of eight portuguese-speaking schools of medicine: A comparative analysis
BackgroundImprovement of teaching methods in psychiatry has been the subject of permanent adaptation and innovation. Strengthening graduate education skills in psychiatry and mental health will allow physicians to have the knowledge, skills, and attitudes to carry out early diagnosis and treatment a...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-11-01
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| Series: | Frontiers in Public Health |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpubh.2022.936177/full |
| _version_ | 1811330518213459968 |
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| author | Maria Rosel Pedro Antonio Pacheco Palha Maria Amelia Ferreira |
| author_facet | Maria Rosel Pedro Antonio Pacheco Palha Maria Amelia Ferreira |
| author_sort | Maria Rosel Pedro |
| collection | DOAJ |
| description | BackgroundImprovement of teaching methods in psychiatry has been the subject of permanent adaptation and innovation. Strengthening graduate education skills in psychiatry and mental health will allow physicians to have the knowledge, skills, and attitudes to carry out early diagnosis and treatment at primary healthcare settings, taking into consideration that the population should benefit from the best interventions by general practitioners.ObjectiveThe objective of this study was to examine how the undergraduate program of psychiatry and mental health subject in the schools of medicine of the Community of Portuguese-Speaking Countries in the three continents is structured.MethodsThe methods include a narrative description of the program of psychiatry, the workload, the delivery and assessment methods, and the ethical and socio-cultural aspects in psychiatry and research made by the director of the course of psychiatry in Portugal, Brazil, and Mozambique.ResultsEight schools of medicine from Portugal, Brazil, and Mozambique participated in the study. All these schools use standards which are defined by the regulatory bodies of their countries. The teaching year varied between the third and the sixth. The workload varied between 140 and 224 h. Topics were addressed in presence or virtual methods. Combined qualitative and quantitative assessment is done to encompass competencies, skills and knowledge based on clinical histories, ongoing assessment, seminars, and final written tests. Ethical and socio-cultural aspects in various strands are taught to be linked to the local reality. Research is encouraged by using grants.ConclusionTeaching psychiatry follows global and national standards and is organized according to the reality of each country. Psychiatry departments from these three continents invest in teaching methodologies that encourage self-knowledge and the development of critical thinking, which is evaluated in a holistic context. The authors consider that the programs should have a workload according to the current burden of mental illness. |
| first_indexed | 2024-04-13T16:02:53Z |
| format | Article |
| id | doaj.art-436eb18635124afa9ee2e1d871a5ab7e |
| institution | Directory Open Access Journal |
| issn | 2296-2565 |
| language | English |
| last_indexed | 2024-04-13T16:02:53Z |
| publishDate | 2022-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Public Health |
| spelling | doaj.art-436eb18635124afa9ee2e1d871a5ab7e2022-12-22T02:40:28ZengFrontiers Media S.A.Frontiers in Public Health2296-25652022-11-011010.3389/fpubh.2022.936177936177Psychiatry and mental health teaching programs of eight portuguese-speaking schools of medicine: A comparative analysisMaria Rosel Pedro0Antonio Pacheco Palha1Maria Amelia Ferreira2Departamento de Medicina, Faculdade de Medicina, Universidade Eduardo Mondlane, Maputo, MozambiqueDepartamento de Psiquiatria, Faculdade de Medicina, Universidade do Porto, Porto, PortugalDepartamento de Ciências da Saúde Publica e Forenses e Educacao Medica, Faculdade de Medicina, Universidade do Porto, Porto, PortugalBackgroundImprovement of teaching methods in psychiatry has been the subject of permanent adaptation and innovation. Strengthening graduate education skills in psychiatry and mental health will allow physicians to have the knowledge, skills, and attitudes to carry out early diagnosis and treatment at primary healthcare settings, taking into consideration that the population should benefit from the best interventions by general practitioners.ObjectiveThe objective of this study was to examine how the undergraduate program of psychiatry and mental health subject in the schools of medicine of the Community of Portuguese-Speaking Countries in the three continents is structured.MethodsThe methods include a narrative description of the program of psychiatry, the workload, the delivery and assessment methods, and the ethical and socio-cultural aspects in psychiatry and research made by the director of the course of psychiatry in Portugal, Brazil, and Mozambique.ResultsEight schools of medicine from Portugal, Brazil, and Mozambique participated in the study. All these schools use standards which are defined by the regulatory bodies of their countries. The teaching year varied between the third and the sixth. The workload varied between 140 and 224 h. Topics were addressed in presence or virtual methods. Combined qualitative and quantitative assessment is done to encompass competencies, skills and knowledge based on clinical histories, ongoing assessment, seminars, and final written tests. Ethical and socio-cultural aspects in various strands are taught to be linked to the local reality. Research is encouraged by using grants.ConclusionTeaching psychiatry follows global and national standards and is organized according to the reality of each country. Psychiatry departments from these three continents invest in teaching methodologies that encourage self-knowledge and the development of critical thinking, which is evaluated in a holistic context. The authors consider that the programs should have a workload according to the current burden of mental illness.https://www.frontiersin.org/articles/10.3389/fpubh.2022.936177/fullpsychiatrymental healthmedical educationteaching and assessment methodsprogram comparison |
| spellingShingle | Maria Rosel Pedro Antonio Pacheco Palha Maria Amelia Ferreira Psychiatry and mental health teaching programs of eight portuguese-speaking schools of medicine: A comparative analysis Frontiers in Public Health psychiatry mental health medical education teaching and assessment methods program comparison |
| title | Psychiatry and mental health teaching programs of eight portuguese-speaking schools of medicine: A comparative analysis |
| title_full | Psychiatry and mental health teaching programs of eight portuguese-speaking schools of medicine: A comparative analysis |
| title_fullStr | Psychiatry and mental health teaching programs of eight portuguese-speaking schools of medicine: A comparative analysis |
| title_full_unstemmed | Psychiatry and mental health teaching programs of eight portuguese-speaking schools of medicine: A comparative analysis |
| title_short | Psychiatry and mental health teaching programs of eight portuguese-speaking schools of medicine: A comparative analysis |
| title_sort | psychiatry and mental health teaching programs of eight portuguese speaking schools of medicine a comparative analysis |
| topic | psychiatry mental health medical education teaching and assessment methods program comparison |
| url | https://www.frontiersin.org/articles/10.3389/fpubh.2022.936177/full |
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