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S536

24th European Congress of Psychiatry / European Psychiatry 33S (2016) S349–S805

Results

It is intended to check if having character traits of impul-

sivity or miss having lived or suffered traumatic experiences such

as the unexpected death of a family member, rape, kidnapping

. . .

establishes a relationship in patients who develop conduct disor-

ders food.

Conclusion

This study aims to see if there is a correlation between

eating disorder and factors such as traumatic experiences and an

influential feature in this pathology such as the impulsivity through

a sample of patients (

n

= 57) over 18 years.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1567

Education

EV583

“Reflective learning” in psychiatric

education: Does it have any merit?

D. Adamis

, G. McCarthy

Sligo Mental Health Services, Psychiatry, Sligo, Ireland

Corresponding author.

Introduction

Nowadays “reflection” and “reflective practice” is

nearly in every curriculum for psychiatric training. Trainees are

asked to keep reflection diaries, journals, and participate in “reflec-

tion workshops”.

Aims

To prove that reflection on or in action does not lead to

learning.

Methods

Using epistemological notation.

Results/proofs

Because sciences including psychiatry are approx-

imate, evolving and inexact, the classical definition of propositional

knowledge becomes: A knows that p if:

– (a ´) A believes that p is an approximate true;

– (b ´) p is approximate truth;

– (c ´) A has reason to claim that p is a better approximation than its

rivals on available evidence.

Condition (c ´) implies that A is not possible at the same time to have

two mutually contradictive approximate truths.

In reflective learning we need to add two more conditions:

– (d ´) A knows the outcome of p;

– (e ´) A is satisfied in believing that p.

In cases of reflection in-action, the (e ´) remains even the outcome

is not favourable. Similarly, in reflection on-action the condition

(e ´) remains unchanged since this happened in the past. This leads

to controversy. Is p better or worse approximation of truth than

its’ rival p ´? However, p has passed rigorous and different scientific

tests and has proved scientifically superior to its rival p ´. Therefore

subject A cannot change his knowledge despite the unfavourable

outcome, but A can tests further the p. Within the former reflect-

ing learning does not occur, within the latter “critical thinking”

occurred.

Conclusions

Reflectiondoes not lead to learning but critical think-

ing does.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1568

EV584

Differences in the attitudes of clinical

and pre-clinical medical students to

mental illness

O. Adekunte

1 ,

, C . O

liver

2 , B. O

wen

1

1

Northumberland-Tyne and Wear NHS FT, Medical Education,

Newcastle, United Kingdom

2

Newcastle University, Medical School, Newcastle, United Kingdom

Corresponding author.

Background

The quality of care provided to psychiatry patients

by doctors can be influenced by attitudes towards mental illness.

Equally important is the attitude of medical students as future

treating doctors towards mental illness. This survey compares the

differences in the attitudes of pre-clinical and clinical years student

to mental illness.

Aims

To compare attitudes of pre-clinical and clinical medical

students’ to mental illness.

Methods

A cross-sectional survey of 212 clinical students (CS)

and pre-clinical students (PS) at Newcastle University. Each

responded anonymously to an electronic questionnaire. The

responses take the form of: Yes/No, free text, order of preference,

and Likert scale. Results were analysed based on basic statistical

analysis.

Results

Little differences exist between the 2 groups in their

beliefs that psychiatric patients are not difficult to like, mental ill-

ness can be a result of social adversity, psychiatry patients often

recover and that people with mental illness should be offered a job

with responsibility. However, 54% PS disagreed that mental illness

often leads to violence, compared to 66% CS and 87% of PS identi-

fied that mental illness can be genetic in origin compared with CS

of 91%.

Conclusion

This survey did not identify any significant difference

between the attitudes of pre-clinical and clinical students in most

of the domains. However, a higher percentage of clinical students

associate violence withmental illness and are unwilling to consider

an elective period in psychiatry.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1569

EV585

Comparison of attitudes of

pre-clinical and clinical medical

students to psychiatry as a career

choice: A cross sectional study

C. Oliver

1

, O. Adekunte

2 ,

, O. Bruce

2

1

Newcastle University, Medical School, United Kingdom

2

Northumberland-Tyne and Wear NHS FT, Medical Education,

Newcastle, United Kingdom

Corresponding author.

Background

Psychiatry recruitment is currently insufficient to

meet the targeted mental health service needs in the UK. Psychia-

try is unpopular amongst medical students and in 2011, only 61% of

junior training posts were filled by the first recruitment. RCPsych

is currently working to promote psychiatry as a career choice for

medical students.

Aims

To compare preclinical and clinical medical students’ atti-

tudes towards psychiatry as a career choice.

Methods

A cross-sectional survey of 212 clinical students (CS)

and pre-clinical students (PS) at Newcastle University. Each stu-

dent responded anonymously to an electronic questionnaire. The

responses take the form of: Yes/No, free text, order of preference,

and Likert scale. Results were analysed based on basic statistical

analysis.

Results

A total of 29% PS rated psychiatry in their top 3

career choices compared with 16% CS. Fifty-seven percent PS

believe that psychiatry is a respected branch of medicine and

70% believes it makes good use of medical training, while CS

rated these at 50% and 52% respectively. Sixty-nine percent

PS believe that psychiatry is scientific evidence based com-

pared with 63% CS. Eighty-one percent PS disagreed with the