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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
Learner centred learning or teacher led teaching : a study at a psychiatric centre.
Indian Journal of Psychiatry
|May 18, 2011
Summary
Psychiatric trainees and trainers agree on the usefulness of formalized teaching programs but desire fewer, more varied, and interdisciplinary sessions. Differences in opinion suggest a need to adjust training systems for mutual satisfaction.
Area of Science:
- Psychiatry
- Medical Education
Background:
- Formalized teaching programs are integral to psychiatric training.
- Understanding the perspectives of both trainees and trainers is crucial for effective program development.
Purpose of the Study:
- To identify the attitudes of psychiatric trainees and their trainers regarding formalized teaching programs.
- To pinpoint areas of agreement and disagreement to inform curriculum enhancement.
Main Methods:
- A structured proforma was utilized to gather data.
- Surveys were administered to both psychiatric trainees and their trainers.
Main Results:
- A consensus exists on the utility of current teaching programs.
- Respondents favored fewer, more diverse programs with broader interdisciplinary content and small group discussions.
- Significant divergences in opinion were noted between trainees and trainers.
Conclusions:
- Current psychiatric training programs are perceived as useful but require modification.
- Reappraisal and alteration of teaching systems are necessary to better align with the expectations of both trainees and trainers.
- Addressing the identified differences can lead to more mutually beneficial training experiences.
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