Table of Contents Table of Contents
Previous Page  541 / 812 Next Page
Information
Show Menu
Previous Page 541 / 812 Next Page
Page Background

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

S537

statement that they feel negative about psychiatry compared with

61% CS.

Conclusions

The outcome shows increase in negative attitude to

psychiatry between pre-clinical and clinical years at the medical

school. This makes psychiatry an unpopular speciality among final

year students. Further research is required to ascertain the reason

for this decline in interest and negative attitude.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1570

EV586

Before and after: Effect of 4-week

psychiatry attachment on medical

students’ attitude to psychiatry as a

career choice

O. Adekunte

1 ,

, B. Owen

1

, C. Oliver

2

1

Northumberland-Tyne and Wear NHS FT, Medical Education,

Newcastle, United Kingdom

2

Newcastle University, Medical school, United Kingdom

Corresponding author.

Background

Psychiatry is historically unpopular amongst medi-

cal students. The perception that psychiatry is remote from the rest

of medicine and not evidence-based has been identified. However,

there is evidence that psychiatry placement has positive effects

on students. There are reports that medical students experience

a positive change of attitude towards psychiatry following their

undergraduate psychiatric attachment. There is evidence thatmed-

ical students experience a positive change of attitude towards

psychiatry following their undergraduate psychiatric attachment.

Aim

To determine the effect of a four-week psychiatry placement

on 3rd year medical students’ attitudes towards psychiatry.

Methods

Pre-and post-attachment questionnaires were admin-

istered to four cohorts of 3rd year students. Responses were

anonymised and based on Yes/No, free-text, order of preference

and Likert scale. Analysis was by basic statistical methods.

Results

A total of 98 pre- and 81 post-placement students

responded. Mean positive attitude increased by 6% and the per-

centage of students choosing psychiatry in their top three career

choices increased from 7 to 20%. Ninety percent of students post-

attachment thought that psychiatry is relevant to their future jobs,

compared to 86% pre-attachment. The percentage of students who

think that psychiatry makes little use of medical training decreased

from 20% to 16%.

Conclusions

The survey showed a period of 4weeks psychiatry

placement has a positive effect on the attitudes of medical stu-

dents towards psychiatry. It also increases the number of students

wanting to pursue a career in psychiatry.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1571

EV587

Evaluation of psychiatry attachment

on medical students’ attitude to

mental illness

C. Oliver

1 , O.

Adekunte

2 ,

, B . O

wen

2

1

Newcastle University, Medical School, United Kingdom

2

Northumberland-Tyne and Wear NHS FT, Medical Education,

Newcastle, United Kingdom

Corresponding author.

Background

Mental illness is subject to stigma, discrimination

and prejudice by both healthcare professionals and public. For-

tunately, students are still flexible in their beliefs and there is

evidence that education in psychiatry may help to positively alter

these beliefs. This survey looks into howpsychiatry placement pos-

itively influences attitudes of medical students to mental illness.

Aims

To elicit the effect of clinical attachment in psychiatry on

3rd year medical students’ attitudes toward mental illness.

Methods

Questionnaires were administered to four cohorts of

students pre- and post-attachment. Responses were anonymised.

Responses were based on Yes/No, free text, order of preference and

Likert scale. Analysis was with basic statistical analysis.

Results

Ninety-eight pre- and 81 post-placement students

responded. Therewas a 4% increase inmean positive attitude scores

following the placement. There was no significant difference in

the medical students’ attitudes to violence in mental illness and

that patients with mental illness do not want you to help them.

Students post-attachment were more likely to disagree with the

statement, ‘Psychiatric patients are difficult to like’. However, 6%

more students agreed with the statement ‘Alcohol abusers have no

self-control’ after the placement!

Conclusions and recommendation

Following the 4-week attach-

ments, the percentage of students reportingmore positive attitudes

tomental illness showed only amarginal increase. A possible expla-

nation may be insufficient contacts with patients and a feeling of

not been part of the treating team.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1572

EV588

Simulation training - pilot:

Psychiatry higher trainees’ mental

health tribunal report writing, oral

presentation and cross-examination

by tribunal panel

O. Adekunte

1 ,

, B. Owen

1

, C. Burrell

2

1

Northumberland-Tyne and Wear NHS FT, Medical Education,

Newcastle, United Kingdom

2

Northumbria University, Newcastle Upon Tyne, Northumbria Law

School, Newcastle Upon Tyne, United Kingdom

Corresponding author.

Introduction

Simulation provides a non-judgemental environ-

ment where trainees learn skills without compromising patients’

safety or dignity. It also provides safe environment where

anxiety-provoking, real-life clinical situations can be recreated and

repeatedly practiced. Mental health review tribunal is an anxiety-

provoking experience for higher trainees and use of simulation can

alleviate this anxiety.

Aims

To develop trainees’ skills in writing of tribunal reports and

giving oral evidence using simulation technique (ST).

Objective

To facilitate trainees’ familiarisation with the process

of Mental Health tribunal and improve their skills in completing

report and giving oral evidence using ST.

Methods

There are 2 sessions: one half-day session of interac-

tive teaching providing fundamental details on essential elements

of the tribunal process, duties and report. This is followed by 4-

weeks gap to allow participants to prepare and submit anonymised

patients’ reports to the panel. Finally, a second full day of pre-

sentation and cross-examination by (real) tribunal panel with

25-minutes of formative feedback.

Results

Six trainees participated in the pilot: A high percentage of

participants strongly agreed or agreed that ST is an effective learn-

ing experience for tribunal report writing and cross-examination

by the panel. Similar proportion agreed that ST helped to facilitate

familiarisation with the tribunal process and that it is a satisfactory

teaching method. Finally, all participants agreed that ST helped to

achieve personal objectives for attending the seminar.

Conclusions

Simulation in psychiatry is becoming an effective

learning experience. The outcome of this pilot on report writing