Book contents
- Clinical Topics in Teaching Psychiatry
- Clinical Topics in Teaching Psychiatry
- Copyright page
- Dedication
- Contents
- Contributors
- A Note on the Cover
- Introduction
- Section 1 Teaching and Preparation
- Chapter 1 Improving Patient Care through Continuing Professional Development
- Chapter 2 The MRCPsych: Preparing Trainees and Improving Courses
- Chapter 3 Going Beyond ‘Good Enough’ Teaching in Psychiatric Training
- Chapter 4 A Guide to Conducting an Online Literature Search for Medical Educators
- Chapter 5 Writing for Learning and Publication
- Section 2 Teaching Methods
- Section 3 Feedback, Assessment and Supervision
- Section 4 Bridging the Gaps: Foundation Years and Interprofessional Education
- Section 5 Technologies Old and New
- Section 6 Supporting the Trainee in Difficulty
- Index
- References
Chapter 3 - Going Beyond ‘Good Enough’ Teaching in Psychiatric Training
from Section 1 - Teaching and Preparation
Published online by Cambridge University Press: 24 November 2022
Book contents
- Clinical Topics in Teaching Psychiatry
- Clinical Topics in Teaching Psychiatry
- Copyright page
- Dedication
- Contents
- Contributors
- A Note on the Cover
- Introduction
- Section 1 Teaching and Preparation
- Chapter 1 Improving Patient Care through Continuing Professional Development
- Chapter 2 The MRCPsych: Preparing Trainees and Improving Courses
- Chapter 3 Going Beyond ‘Good Enough’ Teaching in Psychiatric Training
- Chapter 4 A Guide to Conducting an Online Literature Search for Medical Educators
- Chapter 5 Writing for Learning and Publication
- Section 2 Teaching Methods
- Section 3 Feedback, Assessment and Supervision
- Section 4 Bridging the Gaps: Foundation Years and Interprofessional Education
- Section 5 Technologies Old and New
- Section 6 Supporting the Trainee in Difficulty
- Index
- References
Summary
Psychiatrists must seek to make the most of the opportunity offered by the increase in Foundation Programme training posts in psychiatry (see Chapter 15), while continuing to enhance the teaching of medical undergraduate students. We need to create good doctors who are highly professional, good communicators and sympathetic to psychosocial needs of all patients. We also need to improve recruitment to our own specialty.
Medical students prefer to learn general skills rather than specialised ones – this is a ‘strategic’ outlook that cuts their workload. For a busy foundation year doctor, this problem is further magnified by the added pressure and responsibility of working and the steep learning curve that comes with it. Students’ and trainees’ views must be balanced with the necessity to teach fundamental principles of psychiatry, otherwise the care of the mentally ill will be compromised through lack of knowledge (Davies 2000; Oakley 2008).
- Type
- Chapter
- Information
- Clinical Topics in Teaching PsychiatryA Guide for Clinicians, pp. 29 - 40Publisher: Cambridge University PressPrint publication year: 2022
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