Sue Cavendish

Are Integrated Learning Systems Effective Learning Support Tools

Abstract The following summary presents the key findings of an evaluation of a 6 month trial of one Integrated Learning System (ILS) in nine U.K. Schools, conducted by the School of Education, Leicester University. The pupils in the target population ranged from 8 to 13 years of age. The evaluation design was based on the comparison of outcome performance in mathematics (basic numeracy) and reading for designated experimental and control groups in five schools, although additional data from all nine schools enriched this central core of data. In addition the evaluators monitored pupil behaviour. There were significant learning gains in the ILS treatment group for mathematics (basic numeracy) compared to the Control group. However, no such gains were recorded for reading. There were no discernible differences in patterns of attendance at school for ILS and Control groups. In general, behaviour was good when using the ILS with higher time on task and a calmer working atmosphere than in the standard classroom. There was some indication that this improved behaviour transferred to the standard classroom over time.

A survey of the teaching and assessment of undergraduate psychiatry in the medical schools of the United Kingdom and Ireland

Background: Individual medical schools currently decide on the content and delivery of their undergraduate psychiatry curriculum, so there is probably significant variation in the students’ experience of the speciality during the medical course and in the extent to which they develop the appropriate skills and knowledge base. Aim: To ascertain how the teaching of undergraduate psychiatry differs across UK and Irish medical schools. Methods: The educational lead for psychiatry at each medical school in the United Kingdom and Ireland completed a questionnaire providing factual information on the teaching structure, contents and assessment methods in their current psychiatry curriculum. Results: Some aspects of the curriculum were consistent across the medical schools with other areas showing great variability. The course content was broadly similar but the assessment, length of experience and course structure differed. Conclusion: There are significant differences in how psychiatry is taught to undergraduate students in the United Kingdom and Ireland and although all the curricula are evaluated by the General Medical Council, further study is required to see if this has any effect on the levels of competency achieved.

Service user perspectives about their roles in undergraduate medical training about mental health

Background: Current policy states that ‘service users and carers should be involved in planning, providing and evaluating training for all health care professionals. We wished to explore service users’ views regarding undergraduate psychiatry. Aims: We aimed to explore user perspectives on the specific role of service users in the delivery of teaching psychiatry. Method: The study design was qualitative and used focus groups. The study took place in a community context with one focus group in Leeds, Leicester, Lincoln and Nottingham. Four focus groups were run with a total of 28 participants (16 women and 12 men, all white). No exclusion criteria were applied. The lead of each group were contacted and they then recruited volunteers from their membership. Results: The key findings were that participants felt that service users could play important roles in contextualising the part mental health plays in peoples lives; dispel myths and fantasies about mental health; offer positive aspects of mental health to counterbalance the media; illustrate diversity within mental health and hope and recovery. Participants also identified the potential challenges to their participation including vulnerabilities especially at critical points in peoples illnesses; perceived credibility – lack of support from some involved in academic roles; lack of appropriate training and support and issues of power and lack of genuine partnership in the planning and delivery of teaching. They were favourable about the development of guidelines as long as they involved a range of perspectives. Conclusions: Service users present a range of ways in which they could be involved to enhance the educational experience of medical students in psychiatry.

Class half-empty? Pre-registration house officer attendance at weekly teaching sessions: implications for delivering the new Foundation Programme curriculum

Objectives  This study aimed to explore patterns of attendance at classroom‐based, taught education programmes for pre‐registration house officers (PRHOs) and to identify reasons for non‐attendance, and to consider implications for Foundation Programme curriculum delivery and suggest strategies for improving delivery.