Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-848d4c4894-pftt2 Total loading time: 0 Render date: 2024-05-05T20:12:30.227Z Has data issue: false hasContentIssue false

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
Get access

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

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

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

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×