Search

Background: The new competency-based medical education (CBME) curriculum presents an opportunity to address the many deficiencies in undergraduate (UG) psychiatry education in India. There are no published reports of such evaluations of psychiatry teaching programs based on the new CBME curriculum. Methods: We performed a cross-sectional evaluation of the first clinical posting in psychiatry of the new CBME curriculum using the following metrics: clinical skills, knowledge, attitudes towards psychiatry, self-efficacy in performing the specific learning objectives (SLOs), and satisfaction with specific teaching–learning and assessment methods implemented. Results: The mean knowledge score after the posting was significantly higher compared to the mean knowledge score at baseline (7.79 vs 5.45, p<0.001). The mean clinical skills score after the posting was 13.77 (0–20 range). Improvement was noted in the mean scores on all three sub-scales of the attitudes toward psychiatry scale. However, the improvement in scores was statistically significant only on the 'Stigma of Psychiatry' sub-scale. The mean scores on the items of the self-efficacy scale were between 63.41 and 77.73 (0–100 range). The mean scores on all items of the satisfaction scale were between 4 (somewhat satisfied) and 5 (very satisfied). Conclusion: We have described an evaluation of the first clinical posting in psychiatry of the new CBME curriculum. The posting was effective in imparting knowledge and clinical skills and potentially bringing about favorable changes in the attitudes toward psychiatry among UG medical students. The students also perceived confidence in performing the SLOs and were satisfied with the teaching-learning methods and assessment methods implemented. [ABSTRACT FROM AUTHOR]

Background: Undergraduate (UG) medical students are one of the stakeholders and ultimate beneficiaries of the competency-based medical education (CBME) curriculum introduced in 2019 by the National Medical Commission (NMC). There is a dearth of literature on student perspectives on CBME Psychiatry clinical posting in India. Methods: Second professional students who attended the psychiatry clinical posting were invited to participate in the qualitative study. They were asked to give perspectives about the training during clinical posting based on a semi-structured questionnaire. Results: Written feedback forms were obtained from 44 students. Data were analyzed using thematic analysis. Results showed the perceived impact of posting (change in knowledge, skills, and attitude), barriers to learning (student factors, patient factors, interaction factors, structural factors), and feedback on training during clinical posting (structural factors, practice over theory). Conclusion: UG students perceived improvement in their knowledge, attitude, and clinical skills during their posting in Psychiatry. They reported several barriers to learning at variouslevels. Their feedback to improve the posting focused on demonstrating skills using patients rather than theory classes. [ABSTRACT FROM AUTHOR]

The prevalence of psychiatric illness among the hearing impaired does not vary from the general population. This case series highlights two different presentations of psychiatric illness in speech and hearing-impaired patients. The first case describes a patient that was diagnosed to have unspecified nonorganic psychosis after a detailed assessment and observation. The second case describes the challenges in diagnosing depression versus organicity. Difficulties in communication act as a barrier to psychiatric assessment, and there are no clear guidelines for the same. Both of these cases summarize the challenges faced in assessment, mental status examination, the lack of knowledge of linguistics hindering assessment, and the paucity of literature on psychiatric problems in speech and hearing impaired, especially in India. We found that these may be overcome by consistent ward observation, assessment of psychomotor activity, affect, functional analysis of aggression, and course and duration of the presenting illness. [ABSTRACT FROM AUTHOR]