ABSTRACT
BACKGROUND: Problem-based learning (PBL) was developed as a facilitated small group learning process based around a clinical problem. Originally designed for pre-clinical years of medical education, its application across all years poses a number of difficulties, including the risk of reducing patient contact, providing a learning process that is skewed towards an understanding of pathophysiological processes, which may not be well understood in all areas of medicine, and failing to provide exposure to clinically relevant reasoning skills. CONTEXT: Curriculum review identified dissatisfaction with PBLs in the clinical years of the Sydney Medical School's Graduate Medical Program, from both staff and students. A new model was designed and implemented in the Psychiatry and Addiction Medicine rotation, and is currently being evaluated. INNOVATION: We describe an innovative model of small-group, student-generated, case-based learning in psychiatry - clinical reasoning sessions (CRS) - led by expert facilitators. IMPLICATIONS: The CRS format returns the student to the patient, emphasises clinical assessment skills and considers treatment in the real-world context of the patient. Students practise a more sophisticated reasoning process with real patients modelled upon that of their expert tutor. This has increased student engagement compared with the previous PBL programme.
Subject(s)
Curriculum , Diffusion of Innovation , Group Processes , Problem-Based Learning/methods , Psychiatry/education , Australia , Behavior, Addictive , Education, Medical, Undergraduate/methods , Feedback , Health Knowledge, Attitudes, Practice , Humans , Models, Educational , Risk Assessment/methods , Students, Medical , Surveys and Questionnaires , TeachingABSTRACT
OBJECTIVE: The aim of this paper is to inform College Fellows, trainees and other stakeholders about the structure, principles and functioning of the new Board of Education. CONCLUSION: The educational activities of the College are likely to evolve and to be developed over the next 5 years by a process taking account of the views of key stakeholders. In the short term, there will be no changes to training or examination processes which would disadvantage trainees.
Subject(s)
Education, Medical/organization & administration , Education/standards , Psychiatry/education , Psychiatry/standards , Australia , Governing Board , Humans , New Zealand , Planning TechniquesSubject(s)
Mental Disorders/epidemiology , Pregnancy Complications/epidemiology , Pregnancy Complications/psychology , Suicide/statistics & numerical data , Australia/epidemiology , Female , Humans , Maternal Mortality , Mental Disorders/diagnosis , Mental Disorders/prevention & control , Pregnancy , Pregnancy Complications/prevention & control , Suicide PreventionABSTRACT
Significant perinatal distress and depression affects 14% of women, producing short and long term consequences for the family. This suggests that measures for early detection are important, and non-identification of these women may exacerbate difficulties. Screening provides an opportunity to access large numbers of women and facilitate pathways to best-practice care. A valid, reliable, economical screening tool (the Edinburgh Postnatal Depression Scale, EPDS) is available. Arguments against screening pertain largely to lack of evidence about the acceptability of routine use of the EPDS during pregnancy and the postnatal period, and inadequate evidence regarding outcomes and cost-effectiveness. To address these concerns, the National Postnatal Depression Prevention and Early Intervention Program will evaluate outcomes of screening in terms of acceptability, cost-effectiveness, access and satisfaction with management in up to 100 000 women.
