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Advances in Psychiatric Treatment (2005) 11: 223-231
© 2005 The Royal College of Psychiatrists

Whys and hows of patient-based teaching

Monica Doshi and Nick Brown

Monica Doshi is a part-time consultant psychiatrist, honorary senior lecturer and undergraduate clinical tutor for psychiatry at the Joint Warwick Leicester Medical School (St Michael’s Hospital, St Michael’s Road, Warwick CV34 5QW, UK. E-mail: M.Doshi.1{at}warwick.ac.uk). Nick Brown is a consultant psychiatrist and Clinical Sub-Dean at the University of Birmingham and an Associate Dean at the Royal College of Psychiatrists. The views expressed are personal and do not represent the views of the Royal College of Psychiatrists.

Recent developments in medical education and in UK government policy for the training and service commitment of junior doctors have highlighted the need to examine clinical teaching. There is growing evidence of the effectiveness of more structured approaches to patient-based teaching. The scope of what can be taught includes the three domains of knowledge, skill and attitudes. There are proven models to deliver teaching not only of patient assessment and management but also of all aspects of the doctor–patient relationship. The application of patient-based teaching is entirely consonant with the rigours of the outcome-based approach to curriculum planning and delivery. The successful, thoughtful adoption of patient-based teaching is part of the ‘professionalisation’ of education in psychiatry that in turn begs questions about the learning, accreditation and reward of those involved as teachers at all levels.