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Teaching and learning the mental state exam in an integrated medical school. Part II: Student performance

  • Sarah Huline-Dickens (a1), Eithne Heffernan (a1), Paul Bradley (a1) and Lee Coombes (a1)
Abstract
Aims and method

To investigate medical students' performance at and perceptions of the mental state examination (MSE) at a medical school with a modern integrated curriculum. We undertook an evaluative case study comprising a survey and analysis of performance data. The study is presented in two parts: part 2 reports the students' performance data as assessed by integrated structured clinical examination (ISCE).

Results

About a third of students (32.7%) thought that the MSE ISCE was more difficult than the non-MSE ISCE from the questionnaire data. The evidence from the ISCE performance data indicates that there are no significant differences between the scores of students in the MSE station and the non-MSE stations.

Clinical implications

Most studnets do not find the MSE ISCE station more difficult than other ISCE stations. Perhaps therefore students should be reassured that assessments in psychiatry are just like other assessments in medicine. For some students, however, performing at the MSE ISCE station is a more complex challenge.

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Copyright
This is an Open Access article, distributed under the terms of the Creative Commons Attribution (CC-BY) license (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Corresponding author
Sarah Huline-Dickens (sarah.huline-dickens@pms.ac.uk)
Footnotes
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Declaration of interest

All authors are or have been part of the faculty of the Peninsula College of Medicine and Dentistry.

Footnotes
References
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BJPsych Bulletin
  • ISSN: 2053-4868
  • EISSN: 2053-4876
  • URL: /core/journals/bjpsych-bulletin
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Teaching and learning the mental state exam in an integrated medical school. Part II: Student performance

  • Sarah Huline-Dickens (a1), Eithne Heffernan (a1), Paul Bradley (a1) and Lee Coombes (a1)
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