The Attitudes of Israeli Medical Students Toward Residency in Psychiatry
ABSTRACT The authors analyze attitudes toward psychiatry residency of Israeli medical students in preclinical years, compared with similar U.S. data.
A 23-item questionnaire was administered anonymously to 181 Israeli medical students in their preclinical years and was completed by 70% of the students present.
Psychiatry was ranked most attractive as far as intellectual challenge was considered and least attractive when the degree to which it draws upon all aspects of medical training was considered. Our study shows that 32.8% of the Israeli medical students in the preclinical years consider residency in psychiatry, compared to 7.7% in the U.S. and 15.9% in Australia, using the same questionnaire and methodology.
The population of students interested in family medicine and neurology, as well as those interested in the humanities, should be the source of psychiatry residents, and their faith in the psychiatric paradigm should be strengthened.
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ABSTRACT: Recruitment into psychiatry is correlated with the quality of undergraduate medical school teaching programmes and with a commitment of major resources to teaching students. There is an extensive literature related to attitudes towards psychiatry but less on the learning and teaching of psychiatry. To identify the current issues in undergraduate psychiatric education in the UK for lead teachers at UK medical schools. Semi-structured telephone interviews with psychiatric leads at UK medical schools. A total of 26 participants were interviewed from 23 different medical schools. Three key areas of problems were identified: issues related to teaching personnel (e.g. conflict of time), teaching resources and impact of teaching on recruitment (e.g. role models; stigma). Eight potential solutions to address the problems were identified and these included improving the quality of teaching, improving the perceived value of the discipline and recruiting teachers. There are several problems facing teachers in psychiatry but the teachers are also able to identify solutions which need support from both education and health if they are to be implemented.Advances in Health Sciences Education 12/2006; 13(3):309-23. DOI:10.1007/s10459-006-9045-z · 2.71 Impact Factor
- Academic Psychiatry 04/2008; 32(2):151-3. DOI:10.1176/appi.ap.32.2.151 · 0.81 Impact Factor
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ABSTRACT: The psychiatric clerkship is perceived as an intervention point in medical students' attitude toward psychiatry and career choice after graduation. The authors aim to assess the impact of the psychiatric clerkship in students from Israeli and U.S. origin on their attitude toward psychiatry. A modified Nielsen's questionnaire was administered at the start and end of the clerkship in two groups of students. There was no statistically significant difference in attitude scores between the start and endpoint of a clerkship on both the Israeli and the United States groups. Item analysis did not reveal significant impact of clerkship. The psychiatry clerkship does not change students' view on the attitude assessed in this study, regardless of their origin (Israeli or U.S.). Further research is needed in order to find more clerkship-dependent contributors to positive or negative attitudes toward psychiatry.Academic Psychiatry 04/2008; 32(2):147-50. DOI:10.1176/appi.ap.32.2.147 · 0.81 Impact Factor