Hostname: page-component-78c5997874-ndw9j Total loading time: 0 Render date: 2024-11-15T19:42:58.871Z Has data issue: false hasContentIssue false
  • English
  • Français

Everyday and everynight psychiatry - experiencing a ward cover shift through zoom

Published online by Cambridge University Press:  13 August 2021

A. Fukutomi ,
M. Bhamra ,
S. Butler  and
C. Wilson-Jones
A. Fukutomi*
Affiliation:
Undergraduate Psychiatry Training, South London and Maudsley NHS Foundation Trust, London, United Kingdom
M. Bhamra
Affiliation:
Undergraduate Psychiatry Training, South London and Maudsley NHS Foundation Trust, London, United Kingdom
S. Butler
Affiliation:
Undergraduate Psychiatry Training, South London and Maudsley NHS Foundation Trust, London, United Kingdom
C. Wilson-Jones
Affiliation:
Undergraduate Psychiatry Training, South London and Maudsley NHS Foundation Trust, London, United Kingdom
*
*Corresponding author.

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
Introduction

The delivery of medical education has changed alongside the effects of COVID-19. As a result, the undergraduate psychiatry training for medical students at Guy’s King’s and St Thomas’ School of Medicine had to adapt rapidly. This poster portrays the journey in which the teaching sessions were developed and delivered throughout the first academic term of 2020-2021.

Objectives

To deliver an interactive online teaching day that can provide students with the knowledge and understanding of common psychiatric disorders in the interface of other medical conditions.

Methods

A clinical skills teaching day was developed to deliver the sessions via the online video calling platform Zoom. Published articles regarding online medical education as well as guidelines from the Royal College of Psychiatry were used as a resource to develop the structure. Feedback of the teaching day was collected via an anonymous survey.

Results

78 responses were collected in total from 4 teaching days. Overall satisfaction was high with a score of 86.5/100 in overall satisfaction. Themes for positive feedback included utilising actors in simulation (38% 30/78) and high interactivity within the teaching (31% 24/78). There were a number of students who found the whole day session online tiring (13% 10/78) and others felt the variation of scenarios were too limited (12% 9/78).

Conclusions

As lockdown has forced students to have less patient contact, they have suffered from the lack of learning opportunities. This teaching day showed the importance of organising high fidelity scenarios in order to try and fill the void that has been created due to COVID-19.

Keywords

ZoomonlineTeachingundergraduate
Type
Abstract
Information
European Psychiatry , Volume 64 , Special Issue S1: Abstracts of the 29th European Congress of Psychiatry , April 2021 , pp. S596
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of the European Psychiatric Association
Submit a response

Comments

No Comments have been published for this article.