Perugu Shalini, Sreedaran Priya, Chari Uttara, Sethuraman Bhuvaneshwari, Salazar Luke Joshua
Dept. of Psychiatry, St. John's Medical College, Bengaluru, Karnataka, India.
Dept. of Clinical Psychology, St. John's Medical College, Bengaluru, Karnataka, India.
Indian J Psychol Med. 2024 Sep;46(5):452-458. doi: 10.1177/02537176241284358. Epub 2024 Sep 21.
The new competency-based medical education (CBME) curriculum presents an opportunity to address the many deficiencies in undergraduate (UG) psychiatry education in India. There are no published reports of such evaluations of psychiatry teaching programs based on the new CBME curriculum.
We performed a cross-sectional evaluation of the first clinical posting in psychiatry of the new CBME curriculum using the following metrics: clinical skills, knowledge, attitudes towards psychiatry, self-efficacy in performing the specific learning objectives (SLOs), and satisfaction with specific teaching-learning and assessment methods implemented.
The mean knowledge score after the posting was significantly higher compared to the mean knowledge score at baseline (7.79 vs 5.45, p<0.001). The mean clinical skills score after the posting was 13.77 (0-20 range). Improvement was noted in the mean scores on all three sub-scales of the attitudes toward psychiatry scale. However, the improvement in scores was statistically significant only on the 'Stigma of Psychiatry' sub-scale. The mean scores on the items of the self-efficacy scale were between 63.41 and 77.73 (0-100 range). The mean scores on all items of the satisfaction scale were between 4 (somewhat satisfied) and 5 (very satisfied).
We have described an evaluation of the first clinical posting in psychiatry of the new CBME curriculum. The posting was effective in imparting knowledge and clinical skills and potentially bringing about favorable changes in the attitudes toward psychiatry among UG medical students. The students also perceived confidence in performing the SLOs and were satisfied with the teaching-learning methods and assessment methods implemented.
基于能力的新医学教育（CBME）课程为解决印度本科精神病学教育中的诸多不足提供了契机。目前尚无基于新CBME课程对精神病学教学项目进行此类评估的公开报告。
我们使用以下指标对新CBME课程中精神病学首个临床实习进行了横断面评估：临床技能、知识、对精神病学的态度、执行特定学习目标（SLO）的自我效能感以及对所实施的特定教学和评估方法的满意度。
实习后的平均知识得分显著高于基线时的平均知识得分（7.79对5.45，p<0.001）。实习后的平均临床技能得分为13.77（范围0 - 20）。在精神病学态度量表的所有三个子量表上，平均得分均有提高。然而，仅在“精神病学的污名化”子量表上得分的提高具有统计学意义。自我效能量表各项目的平均得分在63.41至77.73之间（范围0 - 100）。满意度量表所有项目的平均得分在4（有点满意）至5（非常满意）之间。
我们描述了对新CBME课程中精神病学首个临床实习的评估。该实习在传授知识和临床技能方面有效，并可能使本科医学生对精神病学的态度产生积极变化。学生们在执行SLO方面也感到有信心，并对所实施的教学方法和评估方法感到满意。
