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S542

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

the psychiatry lacks structure and organised model in teaching

delivery.

As a result, many medical students put off earlier on in their studies

by psychiatry.

Aim

We wanted to test the above hypothesis with the introduc-

tion of structure by allocating de-centralised teaching and hands

on clinical experience for medical students.

Method

The collective survey tool is devised to reflect the needs

of medical students with de-centralised teaching separate but

to complement university studies. This included introduction of

induction package, set out syllabus, structured learning sessions.

The results of the feedback from themedical students were collated

and the results are discussed.

Discussion

The results indicate the success of the decentralized

and borough based teaching, with improved interest in psychia-

try and higher attendance rate. The feedback has been positive,

and efforts of the tutors have been appreciated. Whether this will

translate into higher recruitment rate number is to be seen.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1586

EV602

While waiting for the psychiatrist

. . .

the toolkit of general doctor

J. Lagrafeuil

Centre Hospitalier Tulle Cœur de Correze, Correze, Tulle, France

I am a general doctor working in a rural sector. When I need a

psychiatrist to take care of my patients, I sometimes have to wait

one, two three months or more

. . .

While waiting, what could I do

before? Just prescribing some drugs and listening with empathy

. . .

I was not very satisfied with that so I spent two years learning

medical hypnosis and brief therapy model in the Limoges medical

university.

In that communication, I will describe the techniques I use, the self-

hypnosis exercises I learn to patients, to permit them to become

actors of their being better.

So that when they finally consult the specialist, they aremuchmore

able to precise their objective.

Disclosure of interest

The author has not supplied his declaration

of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1587

EV603

An audit to improve prescription

writing on inpatient medication cards

H. Parvathaiah

1 ,

, F.M. Osman

2

, C. Daly

2

1

Clonmel, Ireland

2

St. Lukes Hospital, Psychiatry, Kilkenny, Ireland

Corresponding author.

Background

Themost common intervention performed by physi-

cians is the writing of a prescription. All elements in the complex

process of prescribing and administering drugs are susceptible to

error.

Aims

To measure the extent to which information recorded on

prescription cards conforms to basic standards of prescriptionwrit-

ing.

To improve prescribing, recording and staff knowledge.

To identify common prescribing errors and focus on the same to

improve our standard of practice.

Methods

An audit tool was designed to collect data and standard

was set 100%.

Results

In the initial audit, therewas significant deficiency in pre-

scription writing, which was presented at the internal teaching

to all doctors and recommendations were made. This audit was

repeated after a month, which showed improvement in prescrip-

tion writing and recording.

Recommendations

Write all drugs in CAPITALS ensuring correct

spelling, dose, route of administration and frequency.

Complete all fields on front of the prescription card legibly.

Document any change in prescription card in clinical notes.

All doctors to go through their current clients medication cards and

ensure any gaps filled and errors corrected.

Audit report will be kept in audit folder as a reference for any

rotating doctor to repeat the audit every six months in the services.

Conclusion

Doctors should continue to improve prescription

writing and reduce any adverse events or errors.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1588

EV604

The impact of antistigma education

on the attitudes of first-year medical

students towards mental illness

C.A. Popescu

1 ,

, A.D. Buzoianu

2

, S. Suciu

3

, S. Armean

4

1

University of Medicine and Pharmacy “Iuliu Hatieganu”, Social

Sciences, Cluj-Napoca, Romania

2

University of Medicine and Pharmacy “Iuliu Hatieganu”,

Pharmacology, Cluj-Napoca, Romania

3

University of Medicine and Pharmacy “Iuliu Hatieganu”, Physiology,

Cluj-Napoca, Romania

4

University of Medicine and Pharmacy “Iuliu Hatieganu”,

Pharmachology, Cluj-Napoca, Romania

Corresponding author.

Introduction

The stigma and prejudice surrounding mental ill-

ness exist widely throughout the world. Several surveys have

shown that the general population has limited knowledge about

mental illness and holds unfavorable attitudes toward people with

mental disorders and that physicians endorse these negative atti-

tudes. Medical students and their attitudes towards psychiatry and

psychotherapy as well as towards the mentally ill form the foun-

dation of their later actions as medical doctors.

Objective

This study explored first-yearmedical students’ beliefs,

attitudes and desired social distance towards people with mental

illness and assessed the impact of an antistigma education pro-

gram in changing them. To achieve these aims a pre- and post

questionnaire study design was followed.

Methods

A new 2-h educational program was developed to

change attitudes towards mental illness, and was conducted on

first-year medical students. The study was conducted on 250 med-

ical students from University of Medicine and Pharmacy “Iuliu

Hatieganu”, Cluj-Napoca, Romania (140 fromRomanian section and

110 from English year).

Results

At 2 months after the intervention, the authors observed

positive changes in students’ attitude regarding mental illness.

Conclusions

According to the results of the current study, a rela-

tively short and simple intervention could be successful in reducing

the stigma of mental illness. Because the curriculum of undergrad-

uate psychiatric training in Romania did not entail any specific

antistigma training modules, one could argue that the present

findings advocate for incorporation of such an orientation in under-

graduate psychiatric training. Future work in this direction might

shed light on the significance of such an education.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1589