Teaching psychiatry to undergraduates: peer-peer learning using a "GP letter"

Area of Science:

• Medical Education
• Psychiatry
• General Practice

Background:

• Medical students require enhanced training in psychiatric assessment and communication.
• The role of general practitioners (GPs) in longitudinal mental illness care is crucial.
• Current teaching methods may not fully address the complexities of psychiatric formulation.

Purpose of the Study:

• To introduce a novel peer-to-peer learning activity for medical students.
• To improve students' understanding of psychiatric assessment and the GP's role in mental healthcare.
• To enhance students' written communication skills in a psychiatric context.

Main Methods:

• A peer-to-peer learning activity involving psychiatrist-GP dyadic letter exchange and facilitated group discussion.
• Quantitative and qualitative methods were used for evaluation.
• Involved 28 fifth-year medical students, with 20 completing questionnaires and 18 participating in focus groups.

Main Results:

• Quantitative feedback indicated high satisfaction, with most students agreeing the activity met learning objectives.
• Qualitative feedback revealed students found the exercise relevant and useful for clarifying communication styles.
• The activity positively impacted students' appreciation of psychiatric assessment and GP involvement.

Conclusions:

• Peer-to-peer learning, utilizing a "GP letter" format, effectively addresses key teaching and learning challenges in psychiatry.
• This innovative approach can enhance medical students' competency in managing patients with mental health conditions.
• The activity underscores the value of interprofessional collaboration in medical education.