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Medical Teacher Volume 41, 2019 - Issue 8
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Can curriculum design influence medical students’ attitudes to psychiatry? A comparison of two different approaches

Angharad N. de CatesUnit of Mental Health and Wellbeing, Warwick Medical School, University of Warwick, Coventry, UK; ;Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-7848-1295View further author information
ORCID Icon,
Paul de CatesUnit of Academic Primary Care, Warwick Medical School, University of Warwick, Coventry, UK; View further author information
,
Swaran P. SinghUnit of Mental Health and Wellbeing, Warwick Medical School, University of Warwick, Coventry, UK; View further author information
&
Steven MarwahaUnit of Mental Health and Wellbeing, Warwick Medical School, University of Warwick, Coventry, UK; ;Institute for Mental Health, University of Birmingham, Birmingham, UKView further author information
Pages 939-948 | Published online: 06 May 2019

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H. C. Gorton, H. Macfarlane, R. Edwards, S. Farid, E. Garner, M. Mahroof, S. Rasul, D. Keating, H. Zaman, J. Scott, I. Maidment & J. Strawbridge. (2021) UK and Ireland survey of MPharm student and staff experiences of mental health curricula, with a focus on Mental Health First Aid. Journal of Pharmaceutical Policy and Practice 14:1.
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Ellen Stuart, Daire O’Leary, Roberta Rowntree, Cornelia Carey, Linda O’Rourke, Emer O’Brien, Aisling Walsh & Vincent Russell. (2020) ‘Challenges in experiential learning during transition to clinical practice: A comparative analysis of reflective writing assignments during general practice, paediatrics and psychiatry clerkships’. Medical Teacher 42:11, pages 1275-1282.
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Millicent Rayner & Eve Hawley. (2020) Response to: Can curriculum design influence medical students’ attitudes to psychiatry? A comparison of two different approaches. Medical Teacher 42:6, pages 711-712.
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Articles from other publishers (9)

Deepika Sharma, Thomas Hewson, Sridevi Sira Mahalingappa, James Fallon, Declan Hyland, Seri Abraham, Alexa Sidwell & Subodh Dave. (2024) Teaching, assessment and best practice in undergraduate psychiatry education in the UK: cross-sectional survey. BJPsych Bulletin, pages 1-7.
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Karen B. Kirkness, Peter J. Bazira, Gabrielle M. Finn & Isabella E. Nizza. (2022) “Preparing them for the profession”: An interpretative phenomenological analysis of anatomy educators coping with complexity in the United Kingdom curriculum. Anatomical Sciences Education 16:2, pages 237-251.
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Rachel Zemel. (2022) A COVID-19 Call to Action: Psychological First Aid Training for Medical Professionals and Trainees. Academic Psychiatry 46:6, pages 769-773.
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Nikolaos Sapoutzis, Antonius Schneider, Tom Brandhuber, Pascal O. Berberat & Marjo Wijnen-Meijer. (2022) Programs to encourage working as a general practitioner in rural areas: why do medical students not want to participate? A cross-sectional study. BMC Medical Education 22:1.
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Miroslava Janoušková, Tomáš Formánek, Alexandra Bražinová, Petr Mílek, Aneta Alexová, Petr Winkler & Lucie Bankovská Motlová. (2020) Attitudes towards People with Mental Illness and Low Interest in Psychiatry among Medical Students in Central and Eastern Europe. Psychiatric Quarterly 92:1, pages 407-418.
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A. Michelle Hartman & Beth Cusatis Phillips. (2020) Integrating Mental Health Nursing in the Prelicensure Nursing Curriculum. Journal of Nursing Education 59:7, pages 405-408.
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Vincent Russell, Linda O’Rourke & Kieran C. Murphy. (2020) Undergraduate learning in psychiatry: can we prepare our future medical graduates better?. Irish Journal of Psychological Medicine 37:2, pages 73-76.
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Luke Starr & Daniel Carter. (2020) Comment on “Three-Year Longitudinal Follow-up of the Psychiatry Early Experience Program (PEEP): Gaining and Sustaining Positive Attitudes Toward Psychiatry in Students at a UK Medical School”. Academic Psychiatry 44:3, pages 371-372.
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. (2019) Clinical News. British Journal of Hospital Medicine 80:6, pages 308-311.
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