 |
| Research article summary (published 3 Apr 2003): |
|
Free Full Text! See links below |
Teaching as therapy: cross sectional and qualitative evaluation of patients' experiences of undergraduate psychiatry teaching in the community.
Full Abstract
OBJECTIVE:
To explore the impact of participating in undergraduate teaching in general practice for patients with common mental disorders.
DESIGN:
Questionnaire survey and qualitative in-depth interviews.
SETTING:
Community based undergraduate teaching programme for fourth year students at a London medical school doing a psychiatry attachment.
PARTICIPANTS:
Questionnaire survey:
all patients involved in the teaching programme over one academic year. In-depth interviews:
20 patients, 14 students, and 12 general practitioner tutors participating in the programme.
RESULTS:
The questionnaire showed high levels of satisfaction with teaching encounters for participating patients, which were corroborated in the interviews. Many patients and general practitioners reported specific therapeutic benefits for patients from contact with students, including raised self esteem and empowerment; the development of a coherent "illness narrative"; new insights into their problems; and a deeper, more balanced, and understanding doctor-patient relationship. For a few patients the teaching caused some distress, which may relate to a lack of insight into their condition or deficits in students' interviewing skills.
CONCLUSIONS:
Participation in teaching can have additional positive therapeutic outcomes for selected patients with common mental disorders, although a small minority report negative effects. Testing in a larger sample is needed to determine the characteristics of patients in these two subgroups and establish whether these effects persist.
Learn Faster Today Improve your study skills
Author information
Author/s: Walters, Kate (K); Buszewicz, Marta (M); Russell, Jill (J); Humphrey, Charlotte (C);
Affiliation: Department of Primary Care and Population Sciences, Royal Free and University College Medical School, London N19 5LW. k.walters(-atsign-)pcps.ucl.ac.uk
Journal and publication information
Publication Type: Journal Article
Journal: BMJ (Clinical research ed.) (BMJ), published in England. (Language: eng)
Reference: 2003-Apr; vol 326 (issue 7392) : pp 740
Dates: Created 2003/04/04; Completed 2003/04/18; Revised 2004/11/17;
PMID: 12676843, status: MEDLINE (last retrieval date: 11/6/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
Comments and Corrections
CommentIn: BMJ. 2003 Jun 21;326(7403):1399. (PMID: 12816850)
External Links for this article (including full text providers, if available):
Click Electronic Full-text Provider Links to see options for finding the electronic full text links to this article. Note there may be a subscription or fee required for access to the full text. See our FAQ for information on finding FREE full text articles.
This article may also be located in paper journal collections available in many libraries. Use the Journal and Publication Information above to find the full article.
MeSH headings (categories)
This article was linked to the MESH Headings shown below.
|
|
Related articles
This article has not been indexed for related articles as yet, however you can still use the live related article search links below.
See a large map of 100+ related articles.