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dc.contributor.authorFeeney, Larkin
dc.contributor.authorJordan, Iain
dc.contributor.authorMcCarron, Peter
dc.date.accessioned2013-08-26T10:46:26Z
dc.date.available2013-08-26T10:46:26Z
dc.date.issued2013-03
dc.identifier.citationTeaching recovery to medical students. 2013, 36 (1):35-41 Psychiatr Rehabil Jen_GB
dc.identifier.issn1095-158X
dc.identifier.pmid23477648
dc.identifier.doi10.1037/h0094745
dc.identifier.urihttp://hdl.handle.net/10147/299843
dc.descriptionOBJECTIVES: Community mental health services are evolving toward more holistic, patient-centered, recovery-based practices. This change necessitates an attitudinal shift from mental health workers, and training in recovery principles is helpful in achieving this change. Medical students often have narrow, doctor-centered concepts of mental health care. Traditional clinical placements in psychiatry do little to address this. We evaluated a recovery-focused teaching program for medical students in psychiatry. METHOD: Medical students' knowledge of recovery from mental illness was assessed before and after either a 6-week traditional or recovery-focused clinical placement in psychiatry, using the Recovery Knowledge Inventory. A validated questionnaire was used to assess attitudes toward mental illness before and after the placements. Focus groups were conducted before and after the recovery teaching. RESULTS: One hundred nineteen medical students participated; 23 experienced the recovery teaching program while 96 had a traditional placement (23 in the same center as the recovery teaching program and 73 in other centers). There were no significant differences between groups at baseline. After recovery teaching, medical students significantly increased their recovery knowledge and had more positive attitudes toward mental illness and psychiatry when compared with those who had a traditional placement. The focus groups revealed greater optimism and more holistic concepts of recovery from mental illness. CONCLUSION AND IMPLICATIONS FOR PRACTICE: The recovery teaching program was associated with increased knowledge of recovery principles and more positive attitudes toward mental illness. Psychiatric clinical placements for medical students should include an explicit recovery focus.en_GB
dc.description.abstractCommunity mental health services are evolving toward more holistic, patient-centered, recovery-based practices. This change necessitates an attitudinal shift from mental health workers, and training in recovery principles is helpful in achieving this change. Medical students often have narrow, doctor-centered concepts of mental health care. Traditional clinical placements in psychiatry do little to address this. We evaluated a recovery-focused teaching program for medical students in psychiatry.
dc.description.abstractMedical students' knowledge of recovery from mental illness was assessed before and after either a 6-week traditional or recovery-focused clinical placement in psychiatry, using the Recovery Knowledge Inventory. A validated questionnaire was used to assess attitudes toward mental illness before and after the placements. Focus groups were conducted before and after the recovery teaching.
dc.description.abstractOne hundred nineteen medical students participated; 23 experienced the recovery teaching program while 96 had a traditional placement (23 in the same center as the recovery teaching program and 73 in other centers). There were no significant differences between groups at baseline. After recovery teaching, medical students significantly increased their recovery knowledge and had more positive attitudes toward mental illness and psychiatry when compared with those who had a traditional placement. The focus groups revealed greater optimism and more holistic concepts of recovery from mental illness.
dc.description.abstractThe recovery teaching program was associated with increased knowledge of recovery principles and more positive attitudes toward mental illness. Psychiatric clinical placements for medical students should include an explicit recovery focus.
dc.language.isoenen
dc.rightsArchived with thanks to Psychiatric rehabilitation journalen_GB
dc.subjectMENTAL HEALTH SERVICESen_GB
dc.subjectREHABILITATIONen_GB
dc.subject.meshEducation, Medical
dc.subject.meshFocus Groups
dc.subject.meshHealth Knowledge, Attitudes, Practice
dc.subject.meshHumans
dc.subject.meshMale
dc.subject.meshMental Disorders
dc.subject.meshPatient-Centered Care
dc.subject.meshProgram Evaluation
dc.subject.meshPsychiatry
dc.subject.meshQuestionnaires
dc.subject.meshStudents, Medical
dc.subject.meshYoung Adult
dc.titleTeaching recovery to medical students.en_GB
dc.typeArticleen
dc.contributor.departmentCluain Mhuire Community Mental Health Service, Dublin, Ireland. larkin.feeney@sjog.ieen_GB
dc.identifier.journalPsychiatric rehabilitation journalen_GB
html.description.abstractCommunity mental health services are evolving toward more holistic, patient-centered, recovery-based practices. This change necessitates an attitudinal shift from mental health workers, and training in recovery principles is helpful in achieving this change. Medical students often have narrow, doctor-centered concepts of mental health care. Traditional clinical placements in psychiatry do little to address this. We evaluated a recovery-focused teaching program for medical students in psychiatry.
html.description.abstractMedical students' knowledge of recovery from mental illness was assessed before and after either a 6-week traditional or recovery-focused clinical placement in psychiatry, using the Recovery Knowledge Inventory. A validated questionnaire was used to assess attitudes toward mental illness before and after the placements. Focus groups were conducted before and after the recovery teaching.
html.description.abstractOne hundred nineteen medical students participated; 23 experienced the recovery teaching program while 96 had a traditional placement (23 in the same center as the recovery teaching program and 73 in other centers). There were no significant differences between groups at baseline. After recovery teaching, medical students significantly increased their recovery knowledge and had more positive attitudes toward mental illness and psychiatry when compared with those who had a traditional placement. The focus groups revealed greater optimism and more holistic concepts of recovery from mental illness.
html.description.abstractThe recovery teaching program was associated with increased knowledge of recovery principles and more positive attitudes toward mental illness. Psychiatric clinical placements for medical students should include an explicit recovery focus.


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