Cardiff University | Prifysgol Caerdydd ORCA
Online Research @ Cardiff 
WelshClear Cookie - decide language by browser settings

Teaching undergraduate medical students Child and Adolescent Psychiatry (CAP): a Delphi study on curriculum content

Salmon, Gill and Tombs, Michal 2018. Teaching undergraduate medical students Child and Adolescent Psychiatry (CAP): a Delphi study on curriculum content. BMC Medical Education 18 , 315. 10.1186/s12909-018-1427-4

[img]
Preview
PDF - Published Version
Available under License Creative Commons Attribution.

Download (596kB) | Preview

Abstract

Background The prevalence of psychiatric disorders in children and young people is high but despite this, many doctors have difficulty identifying and managing psychiatric disorders presenting in this age group. The purpose of this study was to determine appropriate curriculum content in Child and Adolescent Psychiatry (CAP) for a Graduate Entry Medicine (GEM) course. Doctors with a background in primary care who were also involved in undergraduate teaching rated how necessary they considered a number of knowledge, skills and attitudes items were for inclusion in the CAP curriculum. Methods An online questionnaire study was carried out using modified Delphi methodology in two rounds. The questionnaire was derived from a list of CAP learning objectives and/or curricular content obtained from a thorough review of the literature. 23 of the 24 doctors who had agreed to participate went on to complete the round one questionnaire (95.8% response rate) with 19 also completing round 2 (82.6%). Where there was high agreement (70% or more) amongst participants, items were considered as having sufficient consensus to either accept or reject them. Mean scores were then used as a way to prioritise items. Results At the end of round two, there was consensus to consider including 26 of the 34 knowledge items, 16 of the 20 skills items and three of the four attitudes items in the CAP curriculum. The most highly rated knowledge, skills and attitudes items were depression/ suicide; communicating with children, young people and families; and rapport building. The majority (83.3%) of round two responders, considered that the current amount of CAP teaching time was “too little”. Conclusions Delphi methodology proved useful for determining consensus and the priority rankings of the CAP knowledge, skills and attitudes items can now be used to help educators determine which topics to focus upon. The study findings support the need for additional CAP teaching time in the GEM curriculum and will help to shape new CAP content. Additional formal CAP teaching time has already been incorporated into the psychiatry speciality attachment, a new clinical skills session has been developed and CAP topics have been introduced into written and clinical examinations.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Medicine
Publisher: BioMed Central
ISSN: 1472-6920
Date of First Compliant Deposit: 7 January 2019
Date of Acceptance: 10 December 2018
Last Modified: 18 Jul 2019 15:16
URI: http://orca.cf.ac.uk/id/eprint/118146

Actions (repository staff only)

Edit Item Edit Item

Downloads

Downloads per month over past year

View more statistics