Facilitators and Barriers to Student Learning and Impact of an Undergraduate Clinical Posting in Psychiatry: A Thematic Analysis. Issue 4 (July 2022)

• Record Type: Journal Article
• Authors: Salazar, Luke Joshua; Chari, Uttara; Sharma, Pratheek; Sreedaran, Priya
• Is Part Of: Indian journal of psychological medicine. Volume 44:Issue 4(2022)
• Page Start: 392
• Page End: 398
• Publication Date: 2022-07
• Subjects: Program evaluation -- Medical education -- Psychiatry -- Teaching-learning methods; Psychiatry -- Periodicals; 616.89
• DOI: 10.1177/02537176211056366
• Languages: English
• ISSNs: 0253-7176

Abstract

Background: There is an absence of information on empirical evaluation of undergraduate psychiatry training programs in India. We aimed to evaluate a clinical posting in psychiatry for undergraduate medical students. Methods: We employed levels one and two of Kirkpatrick's four-level program evaluation model. The qualitative study used written feedback that was collected using a semistructured questionnaire. For quantitative metrics, we used end-of-posting assessment scores and frequencies of standard comments provided by examiners on case-based discussions with students to evaluate their clinical skills. Results: We obtained written feedback from 40 female and 19 male fifth-semester students. We identified facilitators (patient interaction, outpatient department observation and teaching, demonstration of signs, case presentation and discussion, evening posting, observation of clinical work, use of anecdotes while teaching, and lectures by senior faculty) and barriers (organizational issues related to evening posting and disinterest in didactic teaching) to the students learning psychiatry, and the perceived impact of the posting for the students (changed attitudes, knowledge, self-efficacy, and skills acquired). The mean total score on case-based discussion, assigned to 22 groups of students, was 3.86 out of 5. Conclusion: We described the impact of the posting and identified unique facilitators and barriers to students' learning in psychiatry. These findings will inform the choice of teaching-learning methods in the context of the new Competency-Based undergraduate Medical Education (CBME) curriculum.