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 2 - The MRCPsych: Preparing Trainees and Improving Courses
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
Changes to the Member of the Royal College of Psychiatrists (MRCPsych) examination and the current COVID-19 pandemic require adaptation of existing teaching and training for core psychiatry trainees. With the General Medical Council (GMC) also limiting the number of times that a candidate can attempt the MRCPsych examination, there is growing pressure to ensure that course organizers are maximizing trainees’ potential to pass. Using our experiences of running MRCPsych courses in Birmingham and Keele we discuss how courses can be developed to best prepare trainees for the MRCPsych written papers and the Clinical Assessment of Skills and Competencies (CASC).
- Type
- Chapter
- Information
- Clinical Topics in Teaching PsychiatryA Guide for Clinicians, pp. 18 - 28Publisher: Cambridge University PressPrint publication year: 2022
References
Barrows, HS (1995) How to Design a Problem-Based Curriculum for the Pre-Clinical Years. Springer.Google Scholar
Berrisford, GS, Vassilas, CA (2010) MRCPsych courses: the national picture. Psychiatrist, 34: 301–3.CrossRefGoogle Scholar
Bowie, P (2015) Papers A & B marking scheme. Royal College of Psychiatrists. Available at: www.rcpsych.ac.uk/training/exams/preparing-for-exams/papers-a-and-b-marking-scheme.Google Scholar
Brown, N, Doshi, M (2006) Assessing professional and clinical competence: the way forward. Advances in Psychiatric Treatment, 12: 81–9.CrossRefGoogle Scholar
Brown, N, Cooke, L (2009) Giving effective feedback to psychiatric trainees. Advances in Psychiatric Treatment, 15: 123–8.CrossRefGoogle Scholar
Cohn, S, Alenya, J, Murray, K, et al. (2006) Experiences and expectations of refugee doctors: qualitative study. British Journal of Psychiatry, 189: 74–8.CrossRefGoogle ScholarPubMed
Cook, DA, Levinson, AJ, Garside, S, et al. (2008) Internet-based learning in the health professions: a meta-analysis. JAMA, 300: 1181–96.Google Scholar
Dimambro, BJ, Doody, GA (2009) Service user organisations: an untapped teaching resource. Psychiatric Bulletin, 33: 72–4.CrossRefGoogle Scholar
Fadden, G, Shooter, M, Holsgrove, G (2005) Involving carers and service users in the training of psychiatrists. Psychiatric Bulletin, 29: 270–4.CrossRefGoogle Scholar
GMC (2019a) Caring for doctors, caring for patients. Available at: www.gmc-uk.org/-/media/documents/caring-for-doctors-caring-for-patients_pdf-80706341.pdf).Google Scholar
GMC (2019b) The State of Medical Education and Practice in the UK: The Workforce Report. GMC.Google Scholar
George, S (2003) Extended matching items (EMIs): solving the conundrum. Psychiatric Bulletin, 27: 230–2.CrossRefGoogle Scholar
Gilberthorpe, T, Sarfo, M D, Lawrence-Smith, G (2016) Ticking the boxes: a survey of workplace-based assessments. Psychiatric Bulletin, 40: 89–92.Google Scholar
Lagunes-Cordoba, E, Maitra, R, Dave, S, et al. (2020) International medical graduates; how can UK psychiatry do better? BJPsych Bulletin, 2: 1–6.Google Scholar
McCoubrie, P (2004) Improving the fairness of multiple-questions: a literature review. Medical Teacher, 26: 709–12.CrossRefGoogle Scholar
Menon, S, Winston, M, Sullivan, G (2012) Workplace-based assessments: attitudes and perceptions among consultant trainers and comparison with those of trainees. Psychiatrist, 36: 16–24.Google Scholar
Murton, CA (2016) The impact of multisource feedback (MSF) including patient feedback on psychiatric trainees. MedEdPublish, 5: 23.CrossRefGoogle Scholar
Newbie, DI, Entwistle, NJ (1986) Learning styles and approaches: implications for medical education. Medical Education, 20: 162–75.Google Scholar
O’Leary, D, Al-Taiar, H, Brown, N, et al. (2016) Workplace assessment in crisis? The way forward. Psychiatric Bulletin, 40(2): 61–3.Google Scholar
Pan Cho, S, Parry, D, Wade, W (2014) Lessons learnt from a pilot of assessment for learning. Clinical Medicine, 14: 577–84.Google Scholar
Repper, J, Breeze, J (2007) A review of the literature on user and carer involvement in the training and education of health professionals. International Journal of Nursing Studies, 44: 511–19.CrossRefGoogle ScholarPubMed
RCPsych Person-Centred Training and Curriculum Scoping Group (2019) Training in psychiatry; making person-centred care a reality. BJPsych Bulletin, 43: 136–40.Google Scholar
Roe, V, Patterson, F, Kerrin, M, et al. (2019) What Supported Your Success in Training? Work Psychology Group.Google Scholar
Royal College of Psychiatrists (2010) A Competency Based Curriculum for Specialist Core Training in Psychiatry. Royal College of Psychiatrists.Google Scholar
Ruchter, V, Lindsey, C, Graham, M, et al. (2012) Use of online modules to enhance knowledge and skills application during an introductory pharmacy practice experience. American Journal of Pharmaceutical Education, 76: 69.CrossRefGoogle Scholar
Schuwirth, LW (2004) Assessing medical competence: finding the right answers. Clinical Teacher, 1: 14–18.Google Scholar
Schuwirth, LW, van der Vleuten, CP (2004) Different written assessment methods: what can be said about their strengths and weaknesses? Medical Education, 38: 974–9.CrossRefGoogle ScholarPubMed
Shrivastava, SR, Shrivastava, PS, Ramasamy, J (2014) Effective feedback: an indispensable tool for improvement in quality of medical education. Journal of Pedagogic Development, 4: 12–20.Google Scholar
Sikdar, S (2010) WPBA or CASC/OSCE: where is it going wrong? Psychiatrist, 34: 72–3.CrossRefGoogle Scholar
Simmons, M (2013) How are workplace-based assessments viewed by UK psychiatry trainees? Psychiatria Danubina, 25: 182–4.Google Scholar
Soni, S, Hall, I, Doulton, P, et al. (2014) Involving people with intellectual disabilities in the assessment of healthcare professionals. Advances in Mental Health and Intellectual Disabilities, 8: 362–9.CrossRefGoogle Scholar
Swift, G (2016) Are journal clubs useful in teaching psychiatry? BJPsych Advances, 22: 203–10.CrossRefGoogle Scholar
Wong, G, Greenhalgh, T, Pawson, R (2010) Internet-based medical education: a realist review of what works, for whom and in what circumstances. BMC Medical Education, 10: 1–10.Google Scholar
Woolf, K, Rich, A, Viney, R, et al. (2016) Perceived causes of differential attainment in UK postgraduate medical training: a national qualitative study. BMJ Open. Available at: http://dx.doi.org/10.1136/bmjopen-2016-013429.Google Scholar