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Teaching Psychiatry to Undergraduates: Peer-Peer Learning Using a “GP Letter”

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Abstract

Objective

The authors describe a novel peer-peer learning activity with medical students, encompassing a specialist psychiatrist-general practitioner (GP) dyadic interchange of letters, and a group discussion facilitated by a GP and a psychiatrist to enhance students’ appreciation of the complexities of psychiatric assessment and formulation, emphasize the importance of the GP in the comprehensive longitudinal care of people with a mental illness, and improve students’ written communication skills.

Methods

Quantitative and qualitative methods were employed to evaluate the activity.

Results

Twenty-eight fifth-year medical students undertook the learning activity; of these, 20 completed the questionnaires and 18 participated in the focus groups. Quantitative feedback was good, with most agreeing or strongly agreeing that the activity met the learning objectives. The qualitative outcomes suggested the students found the exercise relevant and useful in clarifying their communication style regarding a patient with a psychiatric problem.

Conclusions

The use of peer-peer learning using a “GP letter” can go some way towards meeting a number of teaching and learning challenges pertinent to psychiatry.

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Disclosure

The authors declare that they have no conflicts of interest pertinent to this manuscript.

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Authors and Affiliations

  1. St. Vincent’s Mental Health Service, Fitzroy, Victoria, Australia

    David Castle

  2. University of Melbourne, Melbourne, Victoria, Australia

    Lena Sanci, Bridget Hamilton & Jeremy Couper

Authors
  1. David Castle
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  2. Lena Sanci
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  3. Bridget Hamilton
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  4. Jeremy Couper
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Corresponding author

Correspondence to David Castle.

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Castle, D., Sanci, L., Hamilton, B. et al. Teaching Psychiatry to Undergraduates: Peer-Peer Learning Using a “GP Letter”. Acad Psychiatry 38, 433–437 (2014). https://doi.org/10.1007/s40596-014-0088-9

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  • DOI: https://doi.org/10.1007/s40596-014-0088-9

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