Quality Improvement Project: Mentoring, Career Advice and Placement Introduction Session for Year 5 Imperial College Medical Students. Should Induction go Beyond Facts and Numbers?

Abstract

Introduction

Feedback received from previous rotations of year 5 Imperial College medical students in West London Mental Health NHS Trust has consistently shown that medical students feel uncertain about what to expect in their psychiatric placements and are sceptical about psychiatry as a future career option. This prevents them from maximizing the educational benefit and potential in their training.

Aims and objectives

Tutorial aims to prepare medical students for their psychiatric placements and create the opportunity for informal discussion about psychiatry as future career option. The session aspires to motivate students to be more involved and active participants and invite them to think about their future career option at an early stage.

Methodology

A 1-hour tutorial has been added to medical students’ induction in two successive rotations (July–October 2016). Thirty-seven (37) medical students have attended the tutorial so far. Tutorial provides information about psychiatric placements, learning opportunities as well as structural and operational issues. Besides, it encourages discussions about psychiatry as a future career option, informing students about psychiatric sub-specialties, career pathways and NHS operational structure. Feedback questionnaire is handed over at the end.

Results

Data were collected and analysed and findings are outlined in the diagram below (Fig. 1).

Conclusions and recommendation

The majority of medical students have feedback they found tutorial relevant and useful. Current tutorial formula will be revised based on feedback collated so far.

Findings are going to be shared with local Undergraduate Educational Committee and Imperial College medical school board.

Disclosure of interest

The authors have not supplied their declaration of competing interest.

Fig. 1

Imperial College medical students’ feedback.