Aims: Inpatient mental health wards present an environment in which rotating foundation doctors often have little prior exposure; with the average length of psychiatry placements in the undergraduate curriculum spanning just six and a half weeks, out of a median of 85 weeks for all clinical placements. The environment of mental health wards differs significantly from the acute hospital environment, with different staffing roles, equipment, and escalation procedures. This project aimed to assess the knowledge and confidence of existing foundation doctors in managing medical emergencies on the ward and develop an induction teaching programme for new trainees to further equip them in managing these presentations. Topics including the nature and challenges of the clinical environment, familiarisation of the emergency kit, patient population-specific conditions and escalation procedures were included in the session.

Methods: Teaching focussed on each of the highlighted topics was delivered to new foundation trainees during their induction. This included two facilitated desktop simulation scenarios around the recognition, investigation and initial management of opioid overdose and neuroleptic malignant syndrome and subsequent debrief and facilitated reflection. Pre- and post- questionnaires were completed using 5-point Likert scales (0–strongly disagree – 5–strongly agree) allowing participants to self-assess their knowledge and confidence across a range of domains including familiarity with emergency kit, limitations of providing emergency medical care in mental health wards, and awareness of escalation procedures and referral documentation.

Results: This session was run with a total of 11 participants, as part of their induction programme to the trust. Improvement in Likert score was seen across all domains with an average improvement from 1.57/5 to 4.66/5. Analysis of written feedback for the session demonstrated that participants found the interactive case scenarios to be interactive and engaging, with all participants finding the session useful and appropriate to their level of clinical training.

Conclusion: Feedback from this session indicated that it is well received by all participants and demonstrated improvement in self-perceived knowledge and confidence across all domains assessed. Using a blend of traditional direct teaching alongside facilitated discussions and interactive scenarios was effective in facilitating engagement across the session as demonstrated in session feedback and through the use of live audience polling during the session. This session will continue to be featured as part of the induction of new foundation doctors to support them in their preparation for caring for patients in mental health wards.

Aims: Following a transformation in the acute care pathway within Leeds and York Partnership NHS Foundation Trust, a six-bed inpatient unit was established to support service users experiencing complex mental health crises requiring an in-depth assessment period of up to 72 hours. This service redesign highlighted a need for multidisciplinary staff to enhance their confidence in formally assessing a service user’s mental state within this timeframe and managing common medical issues, including those associated with the initiation of psychotropic medication.

To address this, we implemented a structured programme of regular ‘bitesize’ teaching sessions. The primary objective was to improve staff competence in these key areas, while a secondary aim was to embed regular teaching into the workplace culture, fostering continuous professional development within the multidisciplinary team.

Methods: A poster was developed to raise awareness of the teaching programme and gather staff input on topic selection. Nine structured 15-minute teaching sessions were delivered by various members of the multidisciplinary team and strategically integrated into regular board round meetings to optimise attendance.

To evaluate the impact of these sessions, attendees were asked to subjectively rate their confidence levels before and after each session using a five-point Likert scale. Additionally, an objective knowledge assessment was conducted, and qualitative feedback was collected. Pre- and post-session Likert scale data were compared and analysed for statistical significance using the Wilcoxon signed-rank test.

Results: A total of 71 staff members participated in the nine sessions, with further sessions planned as part of the ongoing programme. Attendees included doctors, nurses, occupational therapists, health support workers and healthcare students, demonstrating broad multidisciplinary engagement.

Both verbal and written feedback were overwhelmingly positive, with recurring themes highlighting the sessions as engaging, accessible, and informative. Across all teaching topics, improvements in both knowledge and confidence levels were consistently observed, with the latter achieving statistical significance. However, challenges in ensuring the regular delivery of sessions were noted, particularly in relation to staff availability due to workload pressures and securing presenters.

Conclusion: The findings suggest that the ‘bitesize’ teaching model is an effective and well-received approach to enhancing staff confidence and knowledge in mental state assessment and the management of common medical conditions. The sessions continue to run, and to further support learning, a compendium of educational resources is being compiled for future reference and accessibility.

Aims: Mental health support for trans and non-binary people has been under scrutiny for many years. Trans and non-binary people often present to mental health services with co-morbid mental health difficulties. Medical practitioners often report a lack of training and understanding. GPs, psychiatrists and allied health professional frequently request more information to help educate and inform their practice and to support them in offering the best care for their patients and their families and carers.

Methods: A small working group was set up by AWP (Avon and Wiltshire Partnership NHS Trust) and SARI (a Bristol-based charitable organisation Stand Against Racism & Equality) with members of the trans and non-binary community in the South West of England. The group’s objectives were to develop novel training for staff and to produce some written guidance that reflected all the evidence-base. This guidance was identified as needing to be for education and guidance only rather than anything prescriptive. It also needed to be easy to read, accessible and available in different formats to reach a wide target audience.

Results: The working group was led by the trans and non-binary community and, in collaboration with the AWP, SARI and other health professionals, staff training and a guidance booklet was produced.

The training was aimed at providing health professionals with the knowledge and understanding to support gender diverse people that they may meet as patients, colleagues or friends. The training was unique in that it was the first training of its type to be written and delivered by trans and non-binary people. It has been a huge success and the feedback has been consistently outstanding.

The written guidance includes a booklet as an education tool for all health professionals. It is for guidance and understanding only rather than anything prescriptive. This was co-written by health professionals and the trans/non-binary community. The guidance includes important information about how to support a trans or non-binary person, common questions and misconceptions, the latest information about trans health care, and the interface with mental health services. This is particularly important in the current political climate where trans and non-binary people are feeling that their health care needs are threatened and that they are feeling increasingly vulnerable. It is important for psychiatrists, GPs and other health professionals to feel confident in supporting gender diverse people who may present to them experiencing significant mental health difficulties. This guidance addresses all the aspects of mental health co-morbidity and how to equip clinicians with the knowledge and skills to provide genuine care.

Conclusion: The training has been an enormous success and has attracted attention and positive feedback. Staff report that they now feel equipped with skills to support trans and non-binary people as patients, colleagues or in their personal lives. The fact that the training was delivered by trans and non-binary people has been described as unique and trail-blazing. Members of the trans community are also delighted to feel included and listened to.

The guidance booklet: Supporting Trans and Non-Binary People – Best Practice Guidance for Health & Wellbeing Practitioners was launched at various Pride events in the South West and shared with health professionals working in GP surgeries, mental health services and charitable organisations. The guidance itself has been praised widely reflected by a number of awards including AWP staff awards (winner) and the National Diversity Awards (finalist). The guidance has been cited as an essential education and guidance tool. It is updated regularly to reflect service changes and continues to be in high demand. This is something to be celebrated in this current climate where equality, diversity and inclusion remain central in how we support and look after our patients and each other.

(Copies of the booklet will be available to take away or can be accessed via the QR code on the day).

Aims: Flumazenil is a benzodiazepine antagonist and competitively inhibits binding at the benzodiazepine receptor. In Northern Ireland (NI) mental health hospitals, and across other UK mental health hospitals, flumazenil is documented as the reversal agent for use in iatrogenic benzodiazepine overdose (usually lorazepam), as part of the rapid tranquillisation protocol. The indications for its use, contraindications and risks of use need to be considered carefully for safe and appropriate prescribing.

Methods: Case report (or lack thereof): Within the recent past, flumazenil has not been prescribed or administered to any patient receiving rapid tranquillisation within the Northern Trust mental health service in NI. The following is a hypothetical but common situation for consideration: A detained patient (under The Mental Health Order Northern Ireland 1986) presents with acute aggression/distress due to first episode drug-induced psychosis. They have no past medical or psychiatric history and are not on regular medication. They have not responded to other less restrictive interventions and the decision has been made to prescribe first-line rapid tranquillisation, lorazepam 1mg IM. Following this, the patient is noted to become sedated with a respiratory rate of 10 and oxygen saturations of 94%. The current policy suggests prescribing flumazenil.

Results: On review of multiple resources, including British Association for Psychopharmacology Guidelines, The Maudsley Prescribing Guidelines in Psychiatry 14th Edition, British National Formulary, Electronic Medicines Compendium, Toxbase and local rapid tranquillisation policies throughout the UK, there appears to be a discrepancy in the advice given on the circumstances in which it would be safe to prescribe flumazenil. Some resources document that flumazenil can be considered in iatrogenic benzodiazepine overdose in patients who do not have long term benzodiazepine use or mixed intoxications, with others noting that it should be given by an “experienced” doctor. When flumazenil is used in a physical health setting its use is mostly limited to intensive care/post surgery, and should be given by a doctor with experience in anaesthesiology. Convulsions and cardiac arrhythmias are serious adverse effects of flumazenil use.

Conclusion: The use of flumazenil following iatrogenic benzodiazepine overdose is rare in the Northern Trust, NI, however, as it is available on all mental health wards it is paramount to highlight the importance of careful selection of patients, in which it may be indicated and beneficial, and the risks surroundings its use. The limited experience of most psychiatric doctors in using this drug would suggest it should not be administered in a stand-alone mental health unit.

Aims: The Welsh Government’s strategic framework for promoting the Welsh language in health and social care places a responsibility on providers to proactively offer services in Welsh.

For many Welsh speakers, accessing Welsh language services significantly improves their overall experience and health and wellbeing outcomes. However, people often find it difficult to access these services and are reluctant to ask for them.

All healthcare workers have the potential to make a difference. Our aim was to develop a programme to support psychiatrists to increase their Welsh language skills in the workplace.

Methods: In June 2024, the Royal College of Psychiatrists Wales (RCPsych Wales) collaborated with the National Centre for Learning Welsh (NCLW) to realise our ambition. Our members were surveyed to gather expressions of interest in accessing tuition. 43 responses were received (around 10% of our membership) covering all health boards. A broad range of specialities and grades were represented.

7 respondents described their Welsh language skills as ‘Foundational’, ‘Intermediate’ or ‘Advanced’. These were referred to the National Centre’s Increasing Confidence programmes offered in Welsh Health Boards The remaining 36 said they had no skills or were ‘Beginners’. RCPsych Wales and NCLW agreed to develop bespoke provision for this group.

We also hosted a members’ webinar on the importance of learning Welsh and our partnership with NCLW.

Results: Following a tender exercise conducted by NCLW in December 2024, the Centre’s provider in the North West was contracted to provide a 10-week Welsh language taster course for psychiatrists.

A welcome meeting was held on 29 January 2025, with the course starting a fortnight later. Members were offered the flexibility to choose from 1 of 5 classes per week. These were delivered virtually and free of charge, each lasting an hour. Participants’ progress was also tracked to inform further future tuition.

The collaboration between RCPsych Wales and NCLW builds on the Centre’s previous experience with other colleges, e.g. the Royal College of GPs, and offers a valuable case study for future engagement.

Conclusion: When people experience ill-health, it is vital that they are able to access care in the language that best meets their needs. As a result of ‘Dysgu Cymraeg’, more psychiatrists know how to say a few words in Welsh and have been inspired to continue their language journey. The programme supports professional development, positively impacts patients’ lives, and contributes to the Welsh Government’s vision of a million Welsh speakers by 2050.

Aims: Simulation is an established part of medical education, but has taken longer to become embedded within psychiatry. Our aim was to introduce Simulation to the teaching programme during medical students’ speciality attachment, using a range of stations to provide exposure to specific mental disorders for all students. Identified learning objectives were to practice psychiatric history taking and mental state examinations, to summarise and present this information and to generate differential diagnoses and propose management plans.

Methods: The teaching programme was adjusted to include half a day of Simulation stations during students’ first week, after they receive teaching on history taking, mental state examination and risk assessment during induction.

The clinical tutor developed an introductory presentation, outlining learning objectives and expectations. Each cohort of 14 or 15 students were divided into four small groups and each group instructed to rotate around four different stations, providing exposure to different and realistic scenarios. Clinicians receive stations in advance, allowing time for preparation and familiarisation with the scenario.

We liaised with Simulation leads at two local hospitals for advice about running the stations and debriefing methods. Debriefing is provided during each station, and as a group at the end, and a template has been developed, ensuring the process is in line with Health Education and Improvement Wales and the Association for Simulated Practice in Healthcare expectations.

A Simulation room has been developed at the Education Centre. Simulation teaching is provided for each student cohort.

Results: The Simulation stations were introduced in September 2024, and have been carried out for four student cohorts to date. Feedback has been highly encouraging, with all medical students (total 46) rating the sessions as 4 or 5/5 in terms of how useful they have been.

Conclusion: Allowing medical students to practice history taking, mental state examinations, risk assessments and capacity assessments has clear advantages. Students can make mistakes, without exposing patients to avoidable harm, debriefing leads to deeper understanding of how diagnoses are made and treatment plans formed. Individuals may identify gaps in their existing knowledge or areas of communication skills which they wish to develop. There is scope to develop this teaching further. We are working with simulation leads at local hospitals, developing VAR headset modules to simulate patients with psychosis, mania, delirium. New stations are being written, to cover situations arising in different clinical settings, demonstrating how relevant comprehensive psychiatric assessment will be in all areas of medicine.

Aims: Social media has revolutionised our lives over the past two to three decades. With the advent of smartphones we see ourselves, family members, colleagues and general public whiling time away on social media platforms. In this context it would be prudent to explore the impact of social media and one’s thoughts on the future.

Methods: An online survey was conducted looking into areas such as use of social media influence and opinions on adverse impact on individual use and future generation was looked into. The UK adult working population was studied and 100 individuals responded.

Results: 94% respondents feel mental health can be adversely affected by social media; 94% respondents worry about future generation being affected negatively by social media; 50% felt adversely affected by social media; 64% felt social media influenced them. However more that 50% of respondents used social media daily up to 4 hours despite their concerns.

Conclusion: Regular use of social media was very common despite one’s worries about adverse impacts on mental health. The population studied was of working adults and though they used social media regularly 94% felt worries about impact of social media on future generation. Overall the use and influence of social media on working adult population sample was high despite their own conviction that this may adversely impact mental health and future generation.

An Afterthought; Should adults model less use of social media and phone to lead the way for future generation?

Aims: Differential attainment is recognised as a key factor in MRCPsych examinations, with gender, training status, ethnicity and international medical graduate (IMG) status significantly influencing CASC outcomes. Anxiety and other unique challenges faced by IMGs can contribute to performance gaps. Educational theory emphasises multimodal frameworks and peer-led mentoring can enhance learning outcomes and alleviate exam-related anxiety, thereby narrowing these disparities. This study evaluates the impact of a structured, peer-led mentoring approach on CASC success, aiming to target the unmet needs of IMG candidates and develop effective, scalable strategies for reducing performance disparities.

Methods: In 2024, a structured mentoring programme was designed at South West London and St George’s Mental Health NHS Trust, supporting CASC candidates preparing for their first attempt. The cohort included 8 trainees of both genders, from different ethnic and training backgrounds. The mentoring framework integrated the following components:

Initial planning with clear expectations and timeline.

Practice framework of all station types and a consistent practice schedule, which increased in frequency and intensity closer to the exam.

Station-specific flowcharts and time-saving strategies provided to enhance efficiency.

Ongoing support with practical advice on anxiety management and exam logistics.

Full mock examinations conducted with detailed feedback.

Results: All participants passed the CASC on their first attempt. Qualitative feedback, analysed using Braun and Clarke’s six-stage thematic framework, revealed the following key themes:

Clarity and Structure: Participants highlighted that a structured timetable and clear objectives improved focus and confidence, making the workload more manageable and progress tangible.

Practical Resources: Flowcharts and checklists were deemed highly effective in simplifying complex tasks with multiple potential approaches.

Emotional Support: Regular peer interactions reduced anxiety and fostered a collaborative learning environment.

Feedback and Reflection: Mock exams with detailed feedback were viewed as instrumental in identifying strengths and areas for improvement.

Conclusion: This study demonstrates the potential for peer-led mentorship programmes during CASC examination preparation, minimising candidate anxiety and helping to foster equitable outcomes. Results highlighted the benefits of structure, consistency, targeted support and personalised feedback, tailored to the diverse needs of the trainees. Further research with larger cohorts is recommended to quantitatively evaluate the generalisability of these findings. An expanded version of this mentoring programme might be introduced within the Trust. Establishing such a programme could not only improve exam pass rates but also foster a more inclusive and supportive training environment within psychiatry.

Aims: To assess the impact of Indian teachers of psychiatry (IToP) scholarship for teachers towards enrichment of psychiatry teaching skills (STEPS).

Methods: It is a cross-sectional study with Institutional ethical clearance that was carried out online through Google forms from March to Nov 2024. Data was collected through a specifically developed structured questionnaire. Most questions were open-ended questions, and a few were graded on a five-point Likert scale (1 to 5).

Results: A total of 16 participants, who were trained from the year 2020 to 2024 in IToP STEPS programme were included in the study. 10 were men and 6 women. Faculty ranged from Professors to Assistant Professors. 75% were involved in teaching both undergraduates and postgraduates. All rated the training as 4/5 on quality that fulfilled the expectation. They felt better equipped with teaching methods, innovative strategies and assessments.

Conclusion: Capacity building of psychiatry teachers is much needed to enhance quality of training and thereby psychiatry services. IToP STEPS is a model that can be replicated in other countries where psychiatry education and services is a challenge.

Aims: The study aimed to explore the experience and opinions of third year medical students regarding the use of escape rooms as a teaching modality in undergraduate psychiatry education. This research will help inform whether escape rooms have a viable role in medical education.

Methods: This was a mixed method study using quantitative and qualitative elements. Quantitative data was captured on Likert scales, through survey completion, immediately after completion of an escape room (n=64) based on their psychiatry curriculum at a revision day. The qualitative element of study included two focus groups of students (n=7), who had attended the revision day, to discuss their experience of escape rooms in medical education. Focus groups were audio-recorded and transcribed. The transcripts were then analysed using thematic analysis.

Results: 97% of surveyed students found the escape room an enjoyable experience. 57 (89%) students reported a positive improvement in knowledge, with only one student disagreeing. 72% of students reported it had improved their clinical skills. Free text responses included ‘really good revision exercise’ and ‘made revision good fun’. The main themes identified from focus groups were that escape rooms were an interactive and enjoyable learning experience which improved knowledge and allowed students to identify knowledge gaps to focus their revision. They enjoyed working in smaller groups, which they found inclusive, and some students felt this improved their team working skills. Some students found that the timed and competitive element detracted from the educational aspect and negatively impacted team working skills, whilst others valued this.

Conclusion: The findings of this study suggest that escape rooms could provide an innovative approach to teaching methods in undergraduate psychiatry. In this study, students found the escape room an enjoyable and beneficial experience that improved their knowledge, and they perceived a benefit for revision as the day was situated close to final year examinations. Equally, escape rooms could be used in a myriad of other ways to support learning in different contexts. Given the popularity of experiential learning in medical education this may be an option to provide positive experiences in undergraduate psychiatric education as well as meaningful educational experiences.

Aims: To assess primary school teachers’ knowledge of learning disabilities, and design interactive lectures targeting revealed gaps.

Methods: A 30-question survey was designed based on previously published research alongside a discussion with teacher supervisors. It was comprised of true-or-false or multiple-choice questions, divided into five parts: demographic details, learning disabilities general knowledge, specific learning disabilities, developmental disorders, and management.

A Four-session workshop was held at Terra Santa College in Bethlehem from December 2024 to January 2025, provided by a speech therapist and a psychiatry resident, with the support of Pro Terra Sancta (Bethlehem). Each session was two hours long providing knowledge and interactive activities followed by discussion. The sessions correlated with the different parts of the questionnaire. The first session focused on normal child development, learning disability types, and manifestations. The second session covered specific learning disorders: dyslexia, dysgraphia, and dyscalculia. The third session had an emphasis on developmental disorders: autism spectrum disorder and Attention-Deficit/Hyperactivity Disorder. Finally, the fourth session was about multidisciplinary management, the role of teachers, and individualized learning plans.

Results: Twenty-eight Palestinian primary school teachers filled out the pre-assessment survey. They were all female, of different age groups (9 teachers under 35 years old, 12 between 36–45, and 7 older than 45), and several disciplines (including 9 teaching Languages (32.1%)). Among the participants, 57.1% had related training previously, 92.9% said they teach a student with a learning disability, and 75% described teaching these children as ‘very challenging’ (n=4) or ‘challenging’ (n=17). The teachers’ average overall score on the pre-assessment was 55% correct, with the highest section mean being developmental disorders (62%), compared with specific learning disorders (34%). Interestingly, most mistakes were related to the misconception that learning or development disorders can be diagnosed primarily with brain imaging. A quick analysis, using RStudio 2024.04, showed a significant difference (p<0.05) in overall scores when comparing those who had prior similar training (mean=60.6%) and those who had not (mean=51.5%), with no significant differences among other demographic measures.

The feedback was overwhelmingly positive, with teachers reporting more confidence and enthusiasm to interact with students with learning and developmental disabilities. Specifically, they cited the activities as interactive and relevant to their experiences.

Conclusion: Teachers have a big role in identifying and supporting children with learning disabilities, therefore, awareness campaigns should target this population. Such small studies can lay the groundwork for future research and workshops.

Aims: National audits provide valuable experience in research, leadership, and clinical governance. However, student-led initiatives present unique logistical and methodological challenges, including variability in training, data consistency, and long-term engagement. The Student Psychiatry Audit and Research Collaborative (SPARC) conducted a national audit to assess Emergency Department (ED) management of self-harm in under-18s across UK EDs between 2021 and 2023. This study aimed to examine the challenges encountered during the audit process and identify key lessons to inform future student-led research projects. Given the complexity of a multi-centre audit, we anticipated difficulties in training, data collection, and sustaining student engagement over two years.

Methods: Medical students were recruited as regional leads via university networks and psychiatric societies. A multidisciplinary committee of doctors and students oversaw the audit, which reviewed nearly 500 ED records across nine medical schools from 2021 to 2023. Data collection, based on National Institute for Health and Care Excellence (NICE) guidelines, involved a retrospective review but was complicated by a mid-audit guideline change, necessitating adaptations in data extraction. A snowball teaching method was used to train data collectors, who joined at different stages of the project. Following audit completion, challenges at each stage were analysed and compared with similar national audits to develop recommendations for future student-led initiatives.

Results: Nine medical schools participated, each led by a student regional coordinator responsible for local data collection, governance, and team management. However, 25% of records were excluded due to data quality issues, including errors in record eligibility and inconsistencies in questionnaire completion. The decentralised, peer-driven training model resulted in variable knowledge transfer, underscoring the need for structured training frameworks, clearer data verification processes, and automated data collection tools to improve consistency and accuracy.

Conclusion: This study highlights the importance of robust training and data management systems in student-led national audits. Key lessons include the need for structured protocols, ongoing data quality assessments, and strategies to maintain student engagement. Additionally, awareness of confounding factors such as regional variation and evolving clinical guidelines is crucial. These findings provide actionable recommendations to optimise future student-led clinical audits, promoting high-quality data collection and ensuring meaningful contributions to clinical governance.

Aims: This presentation aims to support psychiatry trainees, especially those new to the UK system or returning after a break, in navigating the complexities of the new curriculum and its requirements. The introduction of the Placement-Specific Personal Development Plan (PSPDP), Higher Level Outcomes (HLOs), has created a more structured but demanding framework. This guide helps trainees understand and manage these requirements, offering a condensed and practical overview of the portfolio and ARCP process. By focusing on resilience and capability, this presentation simplifies the guidelines provided by the Royal College of Psychiatrists (RCPsych), including the Silver Guide.

Methods: The presentation uses practical strategies and case reports to highlight the common challenges faced by higher trainees. Key issues include managing an active portfolio, mapping activities to HLOs and competencies, and fulfilling WPBA requirements. Real-life examples provide insights on how to set up and maintain portfolios, assign supervisors, and plan development in line with the new curriculum. The content offers practical solutions for trainees, particularly those new to the system or returning after a break. It is also valuable for clinical and educational supervisors, training programme directors (TPDs), and postgraduate medical education (PGME) staff who support trainees’ progression.

Results: The presentation was well-received in local teaching sessions, with trainees appreciating the clarity and structure it provided for understanding the new curriculum. Feedback suggested the practical guidance and step-by-step approach helped trainees feel more confident in managing portfolios and meeting new requirements. The discussion focused on engaging with the new system, the documentation processes, and balancing clinical duties with meeting competencies. Early planning, clear communication with supervisors, and a methodical approach to organizing the portfolio were emphasized to ensure the successful completion of assessments and documentation. This session, designed from the trainee’s perspective, has also been beneficial for supervisors and educators in understanding the challenges faced by trainees.

Conclusion: This presentation supports trainees, especially those unfamiliar with the UK system or returning after a gap, in navigating the complexities of the new curriculum. Feedback indicates the presentation successfully demystified the process and highlighted the resilience needed to meet the challenges. It will be included in the KSS Higher Trainees Induction and can become a regular teaching slot to provide ongoing support. A survey will be developed to gather formal feedback, improving the presentation for future trainees. The condensed content, based on RCPsych materials, makes extensive resources more accessible for trainees and their supervisors.

Aims: This project aims to develop and integrate regular training on Serious Incident (SI) Investigations and Coroner’s Inquests into the Higher Trainees Teaching at Kent and Medway NHS and Social Care Partnership Trust (KMPT). The goal is to enhance trainees’ understanding and confidence in these critical areas, ultimately improving patient safety and supporting psychiatric trainees in their professional development.

Methods: Using Quality Improvement (QI) methodology, the project began with a baseline survey to assess trainees’ knowledge and confidence regarding SI investigations and Coroner’s Inquests. Based on identified needs, an Initial Training Event was held in November 2023, which included sessions on SI investigation processes, thematic reviews of suicides, patient safety, and involvement in investigations. The second QI cycle focused on developing and delivering a tailored training programme for Core and Higher Trainees in January 2024. This programme consisted of two sessions: “Introduction to Legal Services HM Coroner” and “Managing Serious Incidents”. Feedback from trainees was gathered through questionnaires to evaluate the effectiveness of the training.

Results: The baseline survey (April–May 2023) showed that 71.88% of respondents had limited understanding of SI investigations, with 87.5% expressing interest in further training. The Initial Training Event in November 2023 had 47 attendees, with 92.86% expressing a need for additional training. The tailored training programme in January 2024 had 20 attendees, with 100% of respondents indicating that the training would improve patient safety in their clinical practice. All trainees reported a better understanding of the Coroner’s Inquest process, and 100% agreed that the training should be repeated annually. Notably, the SI investigation process, including Root Cause Analysis (RCA), is now being replaced by the Patient Safety Incident Response Framework (PSIRF), which represents a shift toward a more flexible, learning-focused approach to managing patient safety incidents. The results from the baseline survey and the initial training event were published in BJPsych and presented at the International Congress RCPsych in June 2024.

Conclusion: The project successfully identified a significant gap in training regarding SI investigations and Coroner’s Inquests for psychiatric trainees at KMPT. The first two cycles of the QI process have demonstrated positive outcomes, and the need for regular, ongoing training has been clearly established. As a result, this training is now integrated into the Higher Trainees Teaching programme. Future considerations include evaluating feedback from the 2025 training session and potentially introducing Mock Coroner sessions and protocols for trainee involvement in SI investigations, under the new PSIRF framework.

Aims: Traditional psychiatry training often prioritizes service delivery, limiting reflection and exploration. Few opportunities for intellectual discussions outside academic meetings lead to monotony and rigidity in practice. Poor networking opportunities can be isolating, especially for those unfamiliar with the UK’s multicultural landscape.

PsyQ was created by doctors at Northamptonshire Healthcare NHS Foundation Trust (NHFT) to overcome these gaps. The platform aims to nurture curiosity, cultural sensitivity, and receptiveness among doctors by offering a relaxed, judgment-free space to engage in meaningful discussions. The topics covered are wide-ranging, spanning psychiatry’s intersections with disciplines like philosophy, religion and spirituality, law, and social sciences, as well as issues in the contemporary social milieu.

Methods: Launched in March 2024, PsyQ has hosted discussions on a wide array of topics, including evolutionary psychiatry, the assisted dying bill, sexual orientation and the nature versus nurture debate, patient confidentiality, the experience of immigrant doctors in the UK, free will, the role of psychiatrists in preventing death, and the psychological concept of safety. To assess the platform’s impact, an electronic feedback form was distributed. Fifteen participants completed the form. The survey combined Likert-scale with open-ended questions to evaluate overall participants’ experience, inclusivity, topic relevance, session engagement, and suggestions for improvement.

Results: The results highlighted PsyQ’s success in creating an inclusive and engaging environment. Eighty per cent of respondents rated their overall experience 4/5 or higher, while 78% found the topics highly relevant to their practice and daily lives. The platform’s relaxed and inclusive atmosphere stood out, with 85% of attendees commending its openness. Additionally, 75% described the format as highly effective, citing the balance between structured discussions and open-ended dialogue as conducive to exploring diverse viewpoints. PsyQ significantly influenced attendees, with 90% reporting that sessions challenged their thinking, 85% feeling encouraged to tolerate differing opinions, and 70% gaining practical insights applicable to their work. Participants valued the diversity of topics, the safe space for discussing sensitive issues, and networking opportunities. Suggestions for improvement included adjusting session timings, extending session lengths, and securing funding to enhance the overall experience.

Conclusion: PsyQ is a platform that allows doctors to network, think creatively, express opinions, and gain new insights. It is crucial for doctors to be flexible, culture-aware, and well-informed of broader societal perspectives. Moving forward, the programme plans to incorporate participant input, expand its range of topics and guest speakers, and develop strategies to measure its long-term impact, ensuring continued adaptability to participant’s needs.

Aims: Psychiatry placements can be challenging for medical students due to unpredictable settings, emotionally charged patient interactions, and potential risks. Limited hands-on experience, inadequate supervision, inconsistent teaching across the wards, and poor induction further amplify students’ apprehensions, reduce engagement, and deter them from considering a career in psychiatry. To address these challenges, the University of Leicester Medical School (LMS) initiated the Undergraduate Teaching Liaison Associates (UTLA) scheme within Northamptonshire Healthcare NHS Foundation Trust to improve medical education in the mental health sector. This programme, grounded in the Near-Peer Teaching model, provides structured mentorship and personalized guidance to medical students. The quality improvement project focused on implementing and adapting the UTLA initiative specifically for psychiatry placements.

Methods: The project introduced the UTLA Blueprint, adapted from the LMS UTLA Handbook, to provide a structured yet flexible framework for guiding UTLAs in supporting students’ needs. Key UTLA responsibilities included conducting ward orientation, facilitating learning outcomes, supporting portfolio development, and performing regular well-being check-ins. During induction, Medical Student Handbook and UTLA flyers were distributed, and Meet and Greet sessions were organized. A UTLA network was also established to foster collaboration and shared learning. Data collection involved student surveys and UTLA interviews to evaluate the initiative’s impact.

Results: Eleven medical students participated in the survey, with 73% rating the UTLA programme eight or higher on the satisfaction scale, indicating high overall satisfaction. Furthermore, 64% of respondents found UTLA support highly accessible, and all expressed willingness to recommend it to their peers. The most frequently cited areas of UTLA assistance included arranging learning opportunities, providing well-being check-ins, and facilitating case-based discussions. The well-being check-ins and the Medical Student Handbook were distinguished as the two most useful elements. Suggested areas for improvement included clarifying UTLA roles at the start of placements, optimizing the frequency of check-ins to balance support and avoid over-contact (with 73% of students preferring 2–3 check-ins per fortnight), and educating UTLAs about required placement competencies. The UTLAs reported gaining valuable insights from frequent meetings, which facilitated shared learning and encouraged creative approaches to support.

Conclusion: The UTLA initiative provides a personalized mentorship and supervision framework that enables medical students to excel during psychiatry placements and fosters interest in psychiatry as a career. Future steps include improving communication about UTLA roles, adjusting check-in frequency, and conducting regular evaluations to refine the scheme based on feedback from both students and the UTLAs.

Aims: There is a notable lack of standardised guidelines on antipsychotic switching, including in the Maudsley Prescribing Guidelines. This presents a challenge for psychiatrists who must navigate complex decisions regarding efficacy, side effects, and receptor-binding properties when transitioning patients between antipsychotics. This project aimed to develop an educational tool that synthesizes information on antipsychotic efficacy and receptor profiles to assist clinicians in making evidence-based switching decisions. The tool was inspired by the need for a structured approach to antipsychotic transitions, incorporating data from Stahl’s Essential Psychopharmacology and relevant receptor-binding research.

Methods: A comprehensive literature review was conducted to consolidate information on the pharmacodynamics and efficacy of commonly used antipsychotics. Research studies detailing receptor affinities for dopamine, serotonin, histamine, muscarinic, and adrenergic receptors were examined.

Results: The educational tool provides a structured framework for psychiatrists, offering guidance on selecting an appropriate switching strategy. The educational tool was designed to visually present this information, allowing clinicians to compare medications based on receptor binding, side effect profiles, and equivalent dosing strategies. It also included switching strategies, emphasizing cross-titration and pharmacodynamic considerations to minimize withdrawal and receptor rebound effects. It highlights receptor-mediated rebound effects e.g., H1-related insomnia, M1-related agitation. By integrating receptor-based pharmacological data with practical clinical considerations, the tool enhances decision-making in scenarios where guidelines are lacking.

Conclusion: The absence of clear guidelines for antipsychotic switching necessitates a standardized, evidence-based approach. This educational tool consolidates pharmacological knowledge to aid psychiatrists in optimizing treatment transitions, minimizing withdrawal effects, and improving clinical outcomes. Future iterations could incorporate real-world validation studies to assess its impact on prescribing decisions and patient outcomes.

Aims: This study aimed to compare the effectiveness of online and blended learning in improving doctors’ understanding, recognition of trauma signs and symptoms, and confidence in applying trauma-informed practice. The goal was to determine which teaching method leads to greater self-reported improvements.

Methods: The online teaching method was delivered through Microsoft Teams. The blended learning programme consisted of both an online component via MS Teams and in-person attendees. Both methods encouraged discussion and interaction. Sessions were organised during established academic time slots for resident doctors. Pre- and post-teaching questionnaires, using a Likert scale, were administered to doctors with varying levels of experience, working across different roles. Results were analysed by calculating the percentage of participants’ agreement in relation to key statements examining understanding, confidence, awareness, and recognition of signs and symptoms of trauma response, before and after the teaching intervention. Differences in sample size and participants’ experience were considered when interpreting the results.

Results: Blended learning showed significantly greater improvements compared with online learning. In the blended learning group, the percentage of participants who strongly agreed that their understanding had improved rose from 0% to 60%, while the online learning group increased from 0% to 20%. For recognizing trauma signs and symptoms, the blended learning group showed an increase from 14% to 100%, compared with an increase from 0% to 20% in the online group. Confidence also improved more in the blended learning group, rising from 0% to 40%, compared with an increase from 0% to 20% in the online group.

Conclusion: These findings suggest that blended learning is a more effective teaching method for improving understanding, recognition, and confidence in trauma-informed practice education outcomes compared with online learning. However, the variation in participants’ professional backgrounds and experience likely influenced the results, with more experienced doctors potentially benefiting more from certain aspects of the teaching. Future efforts should focus on tailoring blended learning approaches to participants’ experience levels and expanding sample sizes to confirm these findings.

Aims: Mental health disorders are a leading cause of disability and mortality globally, with the UK burden rising post COVID-19. Increasing understanding of mental health is key to better care. We advocate for using poetry to communicate mental health experiences. Integrating art with science, as shown by Carvalho, da Fonseca and de Melo Tavares, 2021, enhances emotional growth and self-awareness. Muszkat et al., 2010, found poetry reading fosters empathy in medical students.

Psychosis, often linked to schizophrenia, can be difficult to relate to. Hence, the first author aimed to create a poetry collection to deepen understanding of the phenomenon.

Methods: To construct poems, a library of 15 patient experience videos on psychosis was curated. They were analysed and key themes were identified for clinician learning. Poetic condensation was used to create a collection of 7 poems covering themes identified.

To assess the external validity of the poems, 40 participants spanning medical students, academic lecturers, and junior doctors were recruited. Participants read the collection and provided anonymous feedback via a questionnaire. Participants rated statements on a 5-point Likert scale and provided free-form comments.

Results: Sample poem:

Herring.

It started with moving ground.

Melting objects and furniture

An itch I couldn’t reach

Spiders I couldn’t rid.

Waiting to be salvaged

One day I was fish in a car

drowning when no one was swimming.

That’s when I knew

‘Herring’ showcases hallucinations and delusions experienced during psychotic episodes and incorporates themes of isolation and fear.

External validity: One participant had personal experience of psychosis and reported that the collection accurately reflected their experience.

Among those with clinical experience, 80% agreed the poems depicted psychosis accurately. 75% of participants reported increased understanding, and 90% would recommend the collection. Some participants expressed interest in exploring the themes further in a workshop setting.

Conclusion: This study developed an evidence-based poetry collection on psychosis, using a method that allowed for patient voices to be centred while minimising damage to their mental wellbeing. Presenting knowledge in this way is also useful for engaging the public in recognising the signs of psychosis and understanding their loved one’s experiences. Incorporating medical humanities, allows for novel and creative ways of information assimilation. Future work more directly assessing the impact on empathy in medical trainees would be beneficial.

Aims: This study explores the knowledge, barriers, and support related to voting rights among mental health inpatients and staff at an inpatient mental health hospital. It evaluates the impact of an educational intervention implemented prior to the July 2024 UK General Election, aimed at enhancing staff knowledge and supporting patient participation in the electoral process.

The aim of this study is to evaluate staff and patients’ views on inpatient voting rights, identify barriers to participation, and evaluate the impact of an educational intervention on staff knowledge and patient support.

Methods: Surveys completed by 92 staff members pre-intervention and 28 staff members post-intervention to assess knowledge of voting eligibility, barriers to participation, and support strategies. Patient surveys were completed by 53 patients pre-election and 37 post-election, exploring their awareness, voting intentions, and challenges.

Results: Post-intervention, staff knowledge significantly improved, with 75% correctly identifying the voting rights of patients without capacity, up from 36%. Additionally, 17.6% of staff correctly identified all voting eligibility categories pre-intervention, with notable improvement afterwards. Common barriers reported by staff included lack of awareness, legal uncertainties, and logistical challenges. Among patients, 85% believed they had the right to vote, but only 43% intended to vote. Post-election, 81% of patients were aware of the general election, yet only 14% participated in voting. Barriers to participation included physical challenges and voter registration issues, with limited support contributing to low turnout.

Conclusion: The educational intervention enhanced staff knowledge of voting rights, but significant barriers remain, particularly around patient registration and logistical support. Despite high awareness among patients, low turnout highlights the need for continued staff training and efforts to address barriers. The findings from this research will guide the development of a trust-wide policy to support inpatient voting in future elections.