ArticleBMC medical education2026
Organ-system-based psychiatry education in undergraduate medicine: learning outcomes and specialty choice.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
11 authors.
Funding
Abstract
backgroundUptake into psychiatry remains modest in many medical education systems, potentially related to limited curricular integration. We implemented an organ-system–based psychiatry module to improve relevance and engagement, evaluating medical students’ satisfaction and subsequent specialty choice.
methodsThis study was conducted in Peking University’s 8-year clinical medicine program, in which students enter directly after high school, study psychiatry in Year 3, and in Year 6 select their specialty for standardized residency training. Four consecutive Year-3 cohorts exposed to the reformed psychiatry module (entering classes of 2019–2022) completed an anonymous 15-item post-course questionnaire (4-point Likert scale) covering Teaching Content, Teaching Methods, Course-related Learning Outcomes and Personal Growth. Internal consistency was assessed using Cronbach’s α, and student satisfaction was summarized as mean domain scores with item-level percentages. Between-cohort differences were tested using Welch’s ANOVA with Games–Howell post-hoc comparisons. For specialty choice, administrative records were used to compare the proportion of students selecting psychiatry in Year 6 before (Classes of 2014–2018) versus after the reform (Classes of 2019–2020). Specialty choice data are available only for the Classes of 2019–2020.
resultsOf 655 eligible students, 502 completed the survey (76.6% response rate). The overall Cronbach’s α for the questionnaire was 0.81, with reliability ranging from α = 0.40 to 0.88. Teaching Content and Learning Outcomes had acceptable reliability (α = 0.71), Personal Growth was highly reliable (α = 0.88), and Teaching Methods had low reliability (α = 0.40). Domain scores were generally favorable: Teaching Content (3.14 ± 0.73), Teaching Methods (3.24 ± 0.46), Course-related Learning Outcomes (3.14 ± 0.54), and Personal Growth (3.37 ± 0.56). Teaching Methods scores varied across years, while other domains were stable. The proportion entering psychiatry residency increased from 13/546 (2.38%) in pre-reform cohorts to 17/307 (5.54%) in post-reform cohorts (absolute difference 3.16% points, 95% CI 0.30–6.02; z = 2.16, p = 0.031).
conclusionsAn organ-system–based psychiatry module was associated with favorable learner evaluations and a higher proportion of entry into psychiatry residency. Embedding psychiatry within organ-system curricula may enhance student engagement and interest in psychiatry.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.