3 results
22 - Funding of the teaching of medical undergraduates
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- By Subodh Dave, Clinical Teaching Fellow and Consultant Psychiatrist, Derby City General Hospital, Audrey Morrison, Consultant Psychiatrist and Sub Dean in Psychiatry, Dundee
- Edited by Tom Brown, John Eagles
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- Book:
- Teaching Psychiatry to Undergraduates
- Published online:
- 02 January 2018
- Print publication:
- 01 May 2011, pp 264-277
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- Chapter
- Export citation
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Summary
Introduction
In this chapter, we provide an overview of the funding mechanisms for medical student education in England and the other devolved countries of the UK, the implications for undergraduate psychiatric education and recommendations for the way forward.
Traditionally, National Health Service (NHS) trusts have provided clinical training for medical students, but with many universities now offering vertically integrated courses, the division between preclinical and clinical education is blurred and it is estimated that 70% of the teaching of medical students is undertaken by NHS staff (Catto, 2000).
Tomorrow's Doctors (General Medical Council, 2003) places renewed emphasis on student-centred learning, the acquisition of clinical skills and early patient contact, all of which increase the burden of teaching medical students on NHS staff, in both hospital and primary care settings. This presents new challenges, as teaching has often not been seen as a priority and teaching done by NHS staff has traditionally been unrecognised (for example in job plans) and unrewarded (Eagles, 2005). Accountability (both clinical and financial) has been identified as the key driver for improvement in quality (Scally & Donaldson, 1998). It follows that, in the interest of accountability, funding should follow students (Eagles, 2005). The current financial pressures within the NHS make this even more important, since the expectation that better services can be delivered from current resources (Department of Health, 2008) may increase the likelihood of funds being diverted from teaching to clinical services.
The cost of educating one medical student is estimated to be in the region of £200 000. Overall, in the 2005–06 cycle of funding, nearly £3.5 billion was spent on education in the NHS in England, of which a fifth (£728 million) was spent on medical student education. Efficient use of this money is of course vital, but equally important is its equitable distribution, especially as it represents a significant income stream for some trusts. Historically, the large teaching hospitals attached to universities secured the bulk of such funding at the expense of district general hospitals and primary care centres, but the latter are now increasingly offering clinical placements. An inequitable distribution of educational funding is inconsistent with the central philosophy of the modern NHS and its internal market.
22 - Funding of the teaching of medical undergraduates
-
- By Subodh Dave, Derby City General Hospital, Audrey Morrison, Consultant Psychiatrist and Sub Dean in Psychiatry, Dundee
- Edited by Tom Brown, {Author Role=Brown Doesn't exist.}, John Eagles, { Author Role= exceeds the limit of 5 characters including spacing}
-
- Book:
- Teaching Psychiatry to Undergraduates
- Published by:
- Royal College of Psychiatrists
- Published online:
- 25 February 2017
- Print publication:
- 01 May 2011, pp 264-277
-
- Chapter
- Export citation
-
Summary
Introduction
In this chapter, we provide an overview of the funding mechanisms for medical student education in England and the other devolved countries of the UK, the implications for undergraduate psychiatric education and recommendations for the way forward.
Traditionally, National Health Service (NHS) trusts have provided clinical training for medical students, but with many universities now offering vertically integrated courses, the division between preclinical and clinical education is blurred and it is estimated that 70% of the teaching of medical students is undertaken by NHS staff (Catto, 2000).
Tomorrow's Doctors (General Medical Council, 2003) places renewed emphasis on student-centred learning, the acquisition of clinical skills and early patient contact, all of which increase the burden of teaching medical students on NHS staff, in both hospital and primary care settings. This presents new challenges, as teaching has often not been seen as a priority and teaching done by NHS staff has traditionally been unrecognised (for example in job plans) and unrewarded (Eagles, 2005). Accountability (both clinical and financial) has been identified as the key driver for improvement in quality (Scally & Donaldson, 1998). It follows that, in the interest of accountability, funding should follow students (Eagles, 2005). The current financial pressures within the NHS make this even more important, since the expectation that better services can be delivered from current resources (Department of Health, 2008) may increase the likelihood of funds being diverted from teaching to clinical services.
The cost of educating one medical student is estimated to be in the region of £200 000. Overall, in the 2005–06 cycle of funding, nearly £3.5 billion was spent on education in the NHS in England, of which a fifth (£728 million) was spent on medical student education. Efficient use of this money is of course vital, but equally important is its equitable distribution, especially as it represents a significant income stream for some trusts. Historically, the large teaching hospitals attached to universities secured the bulk of such funding at the expense of district general hospitals and primary care centres, but the latter are now increasingly offering clinical placements.
Triage in emergency psychiatry
- Audrey Morrison, Alastair Hull, Beryl Shepherd
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- Journal:
- Psychiatric Bulletin / Volume 24 / Issue 7 / July 2000
- Published online by Cambridge University Press:
- 02 January 2018, pp. 261-264
- Print publication:
- July 2000
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- Article
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- You have access Access
- Open access
- HTML
- Export citation
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Aims & Method
Psychiatric emergencies constitute a large proportion of psychiatric referrals, with the response to this need therefore of great importance. The impact of the introduction of a telephone triage system on such factors as speed of response, assessment site, outcome and the personnel performing the assessment is examined within the context of closing of a 24-hour open access emergency system. Information was gathered from all emergency referrals, with 80 subjects randomly chosen and studied in depth.
ResultsThe triage system afforded a greater flexibility of response, and the involvement of more experienced clinicians. It did not reduce the overall referral or admission rates.
Clinical ImplicationsTriage was found to be an effective method of introducing flexibility of response to emergency referrals while encouraging continuity of patient care.