European Psychiatry - Volume 33 - March 2016

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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.
EV586
Before and after: Effect of 4-week
psychiatry attachment on medical
students’ attitude to psychiatry as a
career choice
O. Adekunte ∗, B. Owen , C. Oliver
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.
EV587
Evaluation of psychiatry attachment
on medical students’ attitude to
mental illness
C. Oliver Adekunte ∗ wen
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.
EV588
Simulation training - pilot:
Psychiatry higher trainees’ mental
health tribunal report writing, oral
presentation and cross-examination
by tribunal panel
O. Adekunte ∗, B. Owen , C. Burrell
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