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Integrated course in psychiatry and literature during preclinical years and medical students' grades in the general psychiatry curriculum

  • Angela Pei-Chen Fan (a1), Russell Oliver Kosik (a1) (a2), Tung-Ping Su (a1), Thomas C. Tsai (a3) (a4), Wan-Jr Syu (a1), Chen-Huan Chen (a1) and Chen-Hsen Lee (a1)...
Abstract
Aims and method

To examine the effect of taking an elective psychiatry and literature course during the first year of medical school on performance in the later mandatory general psychiatry curriculum. Class members were surveyed for baseline characteristics at the time of their admission to medical school. Following completion of their fourth year, average grades in psychiatry were calculated and results compared for those who did and those who did not take the course. Multiple regression analysis was used to assess the effects of baseline characteristics that were significantly different between the groups.

Results

Students who took the course had statistically significant (t = −3.34, P <0.001) higher grades in fourth year psychiatry. They had lower admission interview scores (t = −2.15, P <0.05) and reported less academic stress (t = −9.55, P <0.01) before taking the course.

Clinical implications

Literature is an effective medium through which to teach medical students psychiatry as it can lead to a greater understanding of the topic.

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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
Angela Pei-Chen Fan (fan_angela@hotmail.com)
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Declaration of interest

None.

Footnotes
References
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1 Hunter, KM, Charon, R, Coulehan, JL. The study of literature in medical education. Acad Med 1995; 70: 787–94.
2 Jones, AH. Reflections, projections, and the future of literature-and-medicine. In Literature and Medicine: A Claim for a Discipline (eds Wear, D, Kohn, M, Stocker, S): 2940. Society for Health and Human Values, 1987.
3 McLellan, MF, Jones, AH. Why literature and medicine? Lancet 1996; 348: 109–11.
4 Skelton, JR, Macleod, JA, Thomas, CP. Teaching literature and medicine to medical students, part II: why literature and medicine? Lancet 2000; 356: 2001–3.
5 Charon, R, Trautmann Banks, J, Connelly, JE, Hunsaker Hawkins, A, Montgomery Hunter, K, Hudson Jones, A, et al. Literature and medicine: contributions to clinical practice. Ann Intern Med 1995; 122: 599606.
6 Macnaughton, J. The humanities in medical education: context, outcomes and structures. J Med Ethics 2000; 26: 2330.
7 Shapiro, J, Rucker, L. Can poetry make better doctors? Teaching the humanities and arts to medical students and residents at the University of California, Irvine, College of Medicine. Acad Med 2003; 78: 953–7.
8 Beveridge, A. Should psychiatrists read fiction? Br J Psychiatry 2003; 182: 385–7.
9 Bokey, K, Walter, G. Literature and psychiatry: the case for a close liaison. Australas Psychiatry 2002; 10: 393–9.
10 Oyebode, F. Literature and psychiatry. Psychiatr Bull 2002; 26: 121–2.
11 Oyebode, F. Literature and psychiatry. Adv Psychiatr Treat 2002; 8: 397–8.
12 Hodgson, K, Thomson, R. What do medical students read and why? A survey of medical students in Newcastle-upon-Tyne, England. Med Educ 2000; 34: 622–9.
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BJPsych Bulletin
  • ISSN: 1758-3209
  • EISSN: 1758-3217
  • URL: /core/journals/bjpsych-bulletin
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Integrated course in psychiatry and literature during preclinical years and medical students' grades in the general psychiatry curriculum

  • Angela Pei-Chen Fan (a1), Russell Oliver Kosik (a1) (a2), Tung-Ping Su (a1), Thomas C. Tsai (a3) (a4), Wan-Jr Syu (a1), Chen-Huan Chen (a1) and Chen-Hsen Lee (a1)...
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