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Chapter 4.7 - Teaching the Mental State Examination: An Example of Multimodal Teaching

from Section 4 - Formal Teaching

Published online by Cambridge University Press:  12 October 2022

By
Dr Patrick Hughes
Edited by
Patrick Hughes  and
Julie Langan Martin
Patrick Hughes
Affiliation:
NHS Forth Valley
Julie Langan Martin
Affiliation:
University of Glasgow
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Summary

This chapter provides an example of how the theory outlined in earlier chapters can be applied in an academic setting. It describes the conception, planning, delivery, and evaluation of a practical session on mental state examination for third year students at the University of Glasgow. A multimodal approach was adopted, incorporating the flipped classroom, small-group work, and role-play to good effect.

Type
Chapter
Information
Teaching Psychiatry to Undergraduates , pp. 117 - 121
Publisher: Cambridge University Press
Print publication year: 2022

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References

Biwer, F., Oude Egbrink, M. G., Aalten, P., and de Bruin, A. B. (2020). Fostering effective learning strategies in higher education: A mixed-methods study. Journal of Applied Research in Memory and Cognition, 9 (2): 186–203.CrossRefGoogle Scholar
Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved 20 January 2021 from: http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/Deeley, S. J.Google Scholar
Deeley, S. J., Fischbacher-Smith, M., Karadzhov, D., and Koristashevskaya, E. (2019). Exploring the ‘wicked’ problem of student dissatisfaction with assessment and feedback in higher education. Higher Education Pedagogies, 4 (1): 385–405.Google Scholar
Fullana, J., Pallisera, M., Colomer, J., et al. (2016). Reflective learning in higher education: A qualitative study on students’ perceptions. Studies in Higher Education, 41 (6): 1008–22.CrossRefGoogle Scholar
General Medical Council. (2018). Outcomes for graduates (online). Available at: www.gmc-uk.org/-/media/documents/outcomes-for-graduates-2020_pdf-84622587.pdf (accessed 20 January 2021).Google Scholar

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