Teaching and shaping young minds: Perspectives of south Indian medical students on psychiatry education- An online survey.
Psychiatry remains underrepresented in undergraduate medical education in India. Despite curricular reforms increasing theoretical and clinical exposure, traditional lecture-based methods predominate, potentially limiting engagement, and skill acquisition.
To explore undergraduate medical students' perspectives on psychiatry teaching across South India.
Cross-sectional online survey was conducted among undergraduate students using a semi-structured questionnaire and the Medical Students' Perspectives of Effective Psychiatry Teaching Methods scale. Descriptive statistics and Chi-square tests were applied.
Sixty-three students (mean age 22.7 ± 1.16), predominantly from semesters 7 to 9 (batch 2020), participated. Faculty presentation skills, communication, and use of teaching aids were rated positively. However, innovative teaching methods were perceived as limited. Audio-visual aids, role plays, and small-group discussions were commonly suggested improvements. Significant associations were found with attendance, semester level, and year of joining.
While conventional teaching is effective, integrating innovative, learner-centered approaches and strengthening faculty development is essential to enhance psychiatric education.
To explore undergraduate medical students' perspectives on psychiatry teaching across South India.
Cross-sectional online survey was conducted among undergraduate students using a semi-structured questionnaire and the Medical Students' Perspectives of Effective Psychiatry Teaching Methods scale. Descriptive statistics and Chi-square tests were applied.
Sixty-three students (mean age 22.7 ± 1.16), predominantly from semesters 7 to 9 (batch 2020), participated. Faculty presentation skills, communication, and use of teaching aids were rated positively. However, innovative teaching methods were perceived as limited. Audio-visual aids, role plays, and small-group discussions were commonly suggested improvements. Significant associations were found with attendance, semester level, and year of joining.
While conventional teaching is effective, integrating innovative, learner-centered approaches and strengthening faculty development is essential to enhance psychiatric education.
Authors
Hegde Hegde, Noronha Noronha, Suresh Suresh, Jyothika Jyothika, Deshpande Deshpande, Ruben Ruben
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