Development and challenge of introducing competency-based medical education in psychiatric clerkship

Competency-based medical education has long been considered the cornerstone of medical education. In psychiatry, structured competence evaluation in students' clerkships has been shown to enhance learning and feedback. This study aimed to develop, introduce and evaluate the use of competence cards in Danish psychiatric clerkships.

Adopting Kern's six-step curriculum development model, we conducted questionnaire surveys, observations and interviews with students and faculty to identify learning needs. Three competence cards - psychiatric interview, documentation and coercive measures - were developed and introduced in two hospitals. Students and staff received written and oral instructions. The process was evaluated through interviews, which were analysed thematically.

Only one of the 16 interviewed students had used the competence cards. Three themes emerged: 1) Missing educational scaffolding, 2) Student passivity and perceived guest role, and 3) Barriers to direct supervision. Students observed doctors rather than conducting independent interviews themselves. They reported receiving limited supervision due to staff shortages and experienced uncertainty about their role, rendering feedback difficult to obtain.

Despite relevant preparation, competence cards were not integrated into psychiatric clerkships. Students requested mandatory implementation due to structural and supervisory barriers. Rethinking the clerkships and faculty development are essential prerequisites to the successful implementation of competence cards.

Copenhagen University provided a grant, otherwise this study relied on internal funding.

Not relevant.