Reflective practice and transcultural psychiatry peer e-learning between Somaliland and the UK: a qualitative evaluation

BMC Medical Education

卷:21

Abdirasak Kadie¹  Jibril I. M. Handuleh²  Manal Mohamed Abdi³  Mia Prosser⁴  Roxanne C. Keynejad⁵  Thomas Stephenson⁶  Hanieh Enayati⁷  Jai Mathur⁷ 

[1] Buhoodle District Hospital, IOM Mida Finnsom Health Project;

[2] College of Health Sciences, Amoud University;

[3] College of Medicine and Health Science, University of Hargeisa;

[4] King’s College London;

[5] Section of Women’s Mental Health, Health Service and Population Research Department, Institute of Psychiatry, Psychology & Neuroscience, King’s College London;

[6] South London and Maudsley NHS Foundation Trust Maudsley Hospital;

[7] St George’s, University of London;

关键词: Somaliland;    Medical education;    Reflective practice;    Peer-to-peer education;    E-learning;    Transcultural psychiatry;   

DOI  :  10.1186/s12909-020-02465-y

来源: DOAJ

【 摘 要 】

Abstract Background Reflective practice is a key skill for healthcare professionals. E-learning programmes have the potential to develop reflective practice in remote settings and low- and middle-income countries (LMICs), where access to in-person reflective groups may be reduced. ‘Aqoon’ is a global mental health peer-to-peer e-learning programme between Somaliland and UK medical students. We aimed to explore participants’ experiences of participating in the Aqoon programme, including their experiences of reflective practice. Methods Thirty-three medical students (22 Somaliland, 11 UK) enrolled in Aqoon. We matched volunteer learners in trios, to meet online to discuss anonymised clinical cases relevant to chapters of the World Health Organization’s mental health gap action programme (mhGAP) intervention guide. We conducted thematic analysis of learners’ reflective writing and post-programme focus group transcripts. Results Twenty-four students (73%) attended at least three online discussions (14 Somaliland, 10 UK). Somaliland and UK students described improved reflective skills and greater recognition of stigma towards mental ill-health. Themes included gaining memorable insights from peer discussions which would impact their medical education. UK students emphasised improved cultural understanding of common psychiatric presentations whilst Somaliland students reflected on increased clinical confidence. Discussion Integrating reflective practice into Aqoon showed the potential for low-cost e-learning interventions to develop cross-cultural reflective practice among medical students in diverse settings.

【 授权许可】

Unknown