The Balint group was established in the 1950s as an avenue for doctors to bring forththeir experiences and feelings relating to patient interactions, in a humanistic rather than clinical way. Commonplace in Psychiatry, the use of Balint groups is spreading. Building on a previous pilot, we ran a Medical Student Balint Group weekly in a confidential, consistent space. We aimed to assess their knowledge of Balint, empathy, and communication skills and style, at the start and end of the group. This was alongside a tool for assessment of Burnout levels at the start and end of the group.

A weekly Balint group cohort of 10 third year medical students was facilitated by a Core Trainee and supervised by a Consultant Medical Psychotherapist. The students were given a set of questions about the psychological factors pertaining to doctor-patient interactions, including 2 questions about their prior knowledge of these groups, and the same questionnaire was given at the end, but with 2 open-ended questions about their reflections of the process. A validated burnout self-test was also given at the start and end.

Weekly attendance varied slightly. All participants returned both initial questionnaires, with 8 returning both ending questionnaires. Burnout scores showed significant reduction, and students generally showed eagerness to attend Balint groups in future. On starting, half the students felt that the application of a Balint group was ‘interesting’ but afterwards most felt an expanded perspective on the doctor–patient relationship and able relate to patients better. Self-awareness and confidence with communication also improved. Qualitative results supported above quantitative results.

Balint groups for medical students now have an increased evidence base as part of the undergraduate medical curriculum. They enhance their ability to see their patients’ perspectives, improving empathy, and markedly reducing burnout. They also enhance self-awareness and communication in medical students.

Investing in workforce development is a core tenet of delivering high quality, safe and effective mental health care, particularly when supporting individuals with long-term and complex needs. Further to preliminary piloting and evaluating of a novel training package to support clinical staff to deliver values-led, recovery orientated rehabilitation, we have revised the package and commenced a wider evaluation. The aim of this study was to deliver a revised module to a wider audience and analyse its impact on participants using quantitative and qualitative methods.

The “Collaborating Towards Recovery” module was offered to staff working in mental health services across the North West of England. This module was selected as the content is focused more on general principles of recovery orientated mental health care,rather than being solely focused on rehabilitation. Participants were recruited via expressions of interest through established practice networks.

Data was collected through pre-and post-training questionnaires, alongside a focus group facilitated 6 weeks post-training. All questionnaires were anonymous and completion of both questionnaires and attendance at the focus group was optional.

Qualitative data was collated, and a reflexive thematic analysis was undertaken to identify key themes.

Of the n=12 participants who completed the post-training questionnaire, the majority identified their role as clinical, with a small number of participants stating their role was operational (n=1) or lived experience (n=1). Self-rated knowledge and understanding of recovery approaches increased from an average of 6.4/10 (median=7) to 8.7/10 (median=9) on completion of the training module. Overall, 100% of post-training respondents felt the training was relevant to them, alongside 100% of respondents reporting feeling they could put the themes discussed into practice.

Thematic analysis of the qualitative data identified six key themes: (1) shaping new perspectives, (2) learning through connection, (3) flexible facilitation, (4) balance of philosophy and practice, (5) reframing needs and holding hope and (6) hearing lived experience voices.

The data reflects that participants, overall, had a positive experience of participating in the training. Not only did the training enhance self-rated knowledge and understanding of recovery, but feedback reflecting the value of connection, inclusion of lived experience voices and fostering and holding hope gives evidence that recognises the overallvalue of the training module. Feedback also reflects areas for improvement or further evaluation, including the amount of content delivered, alongside further considerations for the practical application of the principles in different areas of practice.

The Mental Health Intensive Support Team at Cheshire and Wirral Partnership NHS Foundation Trust commissioned a bespoke, 8-day training programme centred on the principles and delivery of dialogical practice, informed by an Open Dialogue approach. The training was commissioned to support the embedding of these principles into the rehabilitative model of care, with consideration being given to how to adapt the approach to the clinical model.

The aim was to evaluate the experiences of the clinical staff participating in the training that was delivered between April 2025 and November 2025, across two training cohorts.

The training package was offered to clinical staff of all bandings who had not previously completed any formal training in Open Dialogue or dialogical practice.

Data was collected via questionnaires that were completed at key points throughout the training. A pre-training questionnaire was completed prior to starting the 8-day training programme, and a post-training questionnaire after each of the four 2-day training blocks. All questionnaires were optional and anonymous.

Data collected was collated and a reflexive thematic analysis was completed to identify core themes highlighting staff experiences.

Across both cohorts the self-rated knowledge scores consistently improved across each training block. Average scores went from 4/4.5 out of 10 prior to attending the training (cohort 1/cohort 2 respectively) to 8.6/8.4 out of 10 at the completion of training (cohort 1/cohort 2 respectively) across both cohorts. 100% of respondents felt that the training met their expectations, alongside 98% of respondents feeling that the training will improve their work.

A reflexive thematic analysis identified six core themes from the qualitative data: (1) feeling more comfortable – beginner to more competent, (2) the value of experiential learning, (3) growing through it, (4) learning together, (5) learning how to really listen and (6) empathetic hope for the future.

The data identified that participants, overall, had a resoundingly positive experience of the training. Participants’ knowledge and understanding of dialogical principles improved, alongside participants also reporting positive changes both personally and relationally. The latter wasn’t an intended outcome but aligns with experiences of Open Dialogue training reported in the literature. The evaluation demonstrated that many participants left the training feeling hopeful for a future where dialogical principles areembedded into care delivery, and where individuals and their networks have more opportunities to have their voices heard.

To determine whether exposure to a psychiatry specialty at medical school increases interest in pursuing psychiatry as a career.

Since 2017, the mental health workforce has seen a year-on-year expansion in numbers overall. Although between 2010 and 2023, the number of psychiatrists increased by 22% this was significantly lower compared to a 43% increase for doctors in the NHS overall. Recruitment into psychiatric specialties remains a key challenge with many psychiatric specialties facing under-recruitment year on year. According to ‘Stepping forward to 2020/21: The mental health workforce plan for England’ there are 5400 Consultant Psychiatrists with a vacancy rate of 13%.

Hertfordshire Partnership Foundation NHS Trust (HPFT) provide psychiatric placement for Cambridge medical students (Year 5). During a Quality Assurance cycle in 2025, HPFT was rated the best from the 5 Mental Health Trusts that provide psychiatry placement. Despite thisbetween 2014 and 2016 only 1.6% of graduates from the University of Cambridge pursued Psychiatry as a clinical speciality following graduation compared to 4.3% from Keele Medical school graduates.

Medical students attending a clinical placement in mental health between October 2024 and November 2025 were invited to complete a pre-placement and post-placement questionnaire that asked their likelihood of pursing Psychiatry for their foundation and/or core training choices. The questionnaire consisted of two questions that asked respondents to rate how likely they are in considering undertaking a psychiatry placement as part of their foundation/CT training on a Likert scale of Very likely, Likely, Neutral, Unlikely and Very Unlikely.

A total of 74 pre-placement and 77 post-placement questionnaire responses were received.

For FY choices: A 33% increase was observed in medical students very likely or likely to choose psychiatry as a foundation year option between pre-and post-placement.

For Core psychiatry training: A 20% increase was observed in medical students very likely or likely to choose psychiatry as a core trainee option between pre-and post-placement.

Medical students’ experiences during a clinical placement in Psychiatry appear to contribute to the consideration of a career in psychiatry.

Undertaking a psychotherapy long case is part of the Core Psychiatry Training curriculum. While the value of psychological skills within psychiatry is well recognised, for many trainees starting the first psychotherapy case is an anxiety provoking task. The need for more formal teaching has been identified in previous studies. The aim of the project was to understand challenges faced by resident doctors and based on this knowledge, to improve the quality of psychotherapy training in North Central London (NCL).

NCL doctors in Core and Higher Psychiatry Training were invited to complete an anonymous survey which consisted of qualitative and quantitative questions. The feedback was used to design 2 three-hour long teaching sessions between September and October 2025. Both modules had strong focus on experiential learning which included reflecting on video recorded psychotherapy sessions and discussing observations in small groups, whilst providing only brief theoretical introduction to core psychodynamic concepts. The overall experience and effectiveness of teaching was evaluated by collecting data through formal and informal feedback.

A total of 14 responses to the initial survey were received. 50% of respondents hadalready completed a long case, 29% were seeing a patient, 21% were preparing to start by attending a supervision group.

Qualitative analysis showed themes of being underprepared and having not enough formal teaching before seeing a long case. Doctors who were about to start the long case wanted more theoretical teaching, while the ones who had already completed the long case put emphasis on the value of learning through experience e.g. in Balint and supervision groups. All trainees who had already started or completed the long case found the experience very useful or useful (73% and 27% respectively) in helping them to understand psychodynamic concepts better.

Psychotherapy teaching modules were very well attended. First and second teaching session formal feedback was overwhelmingly positive with 40 and 32 responses rating teaching as good (15% and 28%) or excellent (83% and 72%), respectively. Respondents particularly emphasised the usefulness of interactive elements of the teaching, seeing psychotherapy in action through the video material and the discussions in small groups.

While Core Psychiatry Training curriculum provides little guidance on provision of psychotherapy teaching, our project highlighted the usefulness of interactive and experiential teaching methods, which was evidenced by the initial survey results, high teaching attendance rates and very positive formal and informal feedback.

The presence of weight bias in clinical professionals’ perceptions of eating disorders has been highlighted in previous research. This can cause patients to feel dismissed, leading to a poor clinician–patient relationship, and can delay referral for patients in need of urgent treatment.

This study will explore how medical students perceive the severity and therefore priority for referral to secondary care of various eating disorder presentations, in order to assess how early into a medical career this weight bias is learned. This will be done through a survey asking participants to rank 8 fictional patient cases in the order of priority for referral that they deem most appropriate. The cases range in BMI, with some having a lower BMI with less clinically urgent signs, and some having a higher BMI with more clinically urgent signs.

The aim is to determine the extent of weight bias in the medical student population by comparing their rankings to an eating disorder consultant’s ranking which will highlight any tendencies of participants to rank patients with a lower BMI as higher priority regardless of other clinical signs. There are also demographic questions in order to evaluate how gender and year of study impact perceptions. The results will be presented to the medical school to inform future teaching practices and therefore improve future patient care.

The study will use purposive sampling of Queen's University Belfast medical students from years 1 to 5. The target sample size is around 50, based on a one-sample t-testdesign. Exclusion criteria are as follows; under the age of 18, personal experience of an eating disorder. The latter is to protect potentially vulnerable students, and to ensure that the data is based solely on medical school teaching practices.

Analysis will be done via a t-test, to evaluate any significant differences between the students’ and the consultant’s rankings, and between different genders and year groups. There will also be qualitative interpretation of any justifications or comments left in the free text question.

The study is in progress so there are currently no results, but it is expected to have finished by the International Congress therefore results should be available to present.

In conclusion, weight bias in eating disorder care has a significant impact on patient satisfaction and safety, and undergraduate training provides an opportunity to reduce the stigma that future doctors carry with them into practice. This study aims to improve that training.

To foster wellbeing, resilience, and professional integration through structured peer support, storytelling, and reflective practice, and to provide a model that can be replicated across clinical teams or patient support groups for mental health conditions.

Transitions in professional life–such as starting the UK Foundation Programme–are high-stress periods that can impact mental health, emotional resilience, and professional confidence, particularly for international medical graduates (IMGs). One Step Closer is an online community I founded to provide peer-led guidance, emotional support, and reflective learning for early-career doctors. Beyond supporting foundation doctors, the principles underpinning this model are applicable to healthcare teams, patient peer-support groups, and wider mental health interventions.

The initiative combines online community engagement with reflective dialogue and storytelling shared via social media. Content focuses on professional preparedness, emotional resilience, and practical guidance during transitions into clinical practice. Participation from other foundation doctors enhances collective learning, normalizes emotional experiences, and strengthens community cohesion. The structured, peer-led approach is easily adaptable for workplace teams, multidisciplinary groups, or patient-led support networks in mental health care.

Participants reported enhanced confidence, sense of belonging, and access to emotional and practical support. The community facilitated reflective practice, resilience-building, and peer mentorship. By providing a structured yet flexible framework, the initiative demonstrates how small, intentional acts of support can improve wellbeing and integration, while being replicable across different professional or clinical contexts.

One Step Closer exemplifies how peer-led storytelling and structured support networks can promote mental health, professional development, and reflective practice. The approach is scalable and adaptable to healthcare teams, patient support groups, or mental health interventions, offering a practical framework for enhancing wellbeing, representation, and peer support in diverse clinical and educational settings.

Objective structured clinical examination (OSCE) is a key method used widely in undergraduate medical education since 1975 to assess clinical competencies. While OSCEs have relatively high relatability, validity and objectivity, evidence shows that OSCEs are amongst the most anxiety provoking assessments. In psychiatry OSCEs, medical students often report limited understanding of examiner expectation of a competent performance, as an anxiety trigger.

Providing opportunities to medical students to assess OSCEs from an examiner perspective could help clarify expected performance standard, improve confidence and reduce OSCE-related stress.

The aim of this project was to develop video-based psychiatry OSCEs with accompanying marking rubric as a revision resource, that can be used by medical students to learn by observing and assessing performances from an examiner’s perspective.

Commonly examined psychiatry scenarios at undergraduate level were selected. Candidate instructions and actor briefs were written for each selected scenario.

OSCE stations were filmed using trained actors as patients and resident doctors at various grades of training who volunteered as candidates. Candidates performed unscripted consultations after reading the candidate instructions, replicating real OSCE conditions.

For each scenario, a structured marking rubric was developed. It was specifically designed for medical students who will use it to assess the OSCE candidates while observing the recorded performances. Whilst not identical to the official examination marking scheme, the marking rubric highlights specific skills and competencies students are assessed on for each scenario and the common pitfalls.

All scenarios, candidate instructions, actors' briefs, marking rubrics and videos that were created, underwent multiple rounds of peer review to ensure accuracy, user friendliness, educational value and alignment with Kent and Medway Medical School(KMMS) examination standards.

Ten psychiatry OSCE station videos with corresponding marking rubrics have been created. The marking rubrics are designed to facilitate self-directed learning with ease ofstudent use in mind. This resource offers a flexible, repeatable approach to OSCE preparation.

This collection of psychiatry OSCE videos and accompanying marking rubrics, have the potential to reduce assessment-related anxiety and improve OSCE performance. Furthermore, the added advantage of this resource is that it will be accessible to medical students who can utilise it at their own pace from any location.

Next steps include piloting the resource with third year KMMS medical students to evaluate educational impact.

This project aimed to improve trainees’ understanding and effectiveness at Mental Health Act tribunals (MHTs) through education. It explored how training influences trainees’ understanding of the legal process, confidence in preparation and ability to present evidence.

MHTs are vital in the protection of detained patients’ rights. Despite this, many trainees in Wales lack the opportunity to observe them. This can lead to impaired effectiveness at tribunal and anxiety for many trainees.

A session was designed comprising of a lecture introducing format and criteria of the tribunal, followed by a mock session. The mock was observed and was followed by a facilitated discussion.

Pre- and post-training questionnaires assessed knowledge of detention criteria, tribunal proceedings, confidence levels and interest in future educational sessions. Quantitative and qualitative data were obtained with Likert scales assessing interest in future educational sessions.

The key points from the pre-training survey (N=12) were a good awareness of why tribunals happen (12/12), some awareness of the legal criteria (5/12) and limited experience of taking part in tribunals (3 observed, 2 wrote reports, 1 oral evidence). All agreed that training would be helpful, and most were willing to take part.

Post-training survey (N=7) showed improvement in knowledge of detention criteria (6/7).Most respondents agreed that the session felt realistic and thought that the session would be helpful in the future.

The improvement of trainee’s knowledge of detention criteria shows high educational impact and the positive feedback on the realism of the mock suggests that it should have high validity to real life. We plan to expand the session to offer it to more trainees and ultimately aim to open it for all professionals involved in MHTs.

Bitesize teaching is a short session delivered on a specific topic to enhance the knowledge and confidence of practitioners and to support practical application of clinical knowledge. In psychiatry, bite-size teaching has been suggested for training ward staff in physical health-related topics. However, it has been used in a wide range of topics in different teams. We intended to see the effectiveness of bite-size teaching across different professional groups in a range of clinical settings, covering a variety of topics relevant to mental health professionals.

We compared the change in knowledge of a topic and skill, confidence, and comfort level in performing a related task through a pre- and post-session assessment using the Teaching Effectiveness Questionnaire (TEQ), and open-ended questions about learning. The teaching sessions included different professional groups such as doctors, nurses, and allied health professionals; and covered various topics.

There were 149 attendee responses, over the range of topics covered in the bitesize teaching, e.g. role of exercise, green spaces and mental health, diagnostic formulation, metabolic disorder, suicidality management, dementia prevention, Mental Health Act, community treatment order, etc. in multiple sessions. Most of the attendees were doctors(65.1%), followed by nurses (17.4%), and the rest were allied health professionals. The content of the sessions was reported to be very good in 47.0%, and good in 37.6%; session delivery was observed as very good 50.3%, and good 38.9%. There were positive correlations between years of experience and knowledge, skill, and confidence in performing, comfort level, and teaching the task. Pre and post-teaching scores in these domains also positively correlated. Cronbach's alpha of the TEQ for the sample pre-teaching was 0.97, suggesting an excellent level of internal consistency. There were significant changes pre- and post-teaching session in all the domains, such as knowledge (3.3±1.1 vs. 4.0±0.8), skills (3.2±1.1 vs. 3.9±0.8), confidence (3.2±1.1 vs.4.0±0.8), comfort level (3.3±1.1 vs. 4.0±0.8), confidence in teaching others (3.0±1.1 vs. 3.8±1.0), respectively. The overall change was from 16.0±5.2 to 19.7±4.0 (p<0.001). This was consistent across topics and professional groups. Qualitatively, attendees perceived this method as a quick refresher of existing knowledge, and a source for relevant new information that is useful in clinical practice, especially while supporting patients and families.

It appears that the bitesize teaching is an effective method for training on diverse clinical topics. Post-session responses showed positive changes in domains of knowledge, skills, and confidence. Further studies are required about the persistence of the effectiveness over time.

Online teaching is common practice in postgraduate medical education. For the past three years our trust has provided an optional postgraduate education programme in psychiatry to GPs and foundation doctors. This has been run online due to perceptions of increased learner convenience, reduced time-cost for busy clinician teachers and reduced financial cost to the organisation. However, the programme’s teaching faculty observed little learner engagement in interactive learning during online sessions and were concerned about the impact of this on the teaching and learning experience. It was postulated that in-person sessions might increase group proximity, cohesiveness and psychological safety leading to a more interactive learning and teaching experience and increased learner and teacher satisfaction.

We reorganized our regional teaching programme and changed 6 online sessions to one half educational day with 3 sessions, and a full day with the remaining 4 sessions. We delivered the first of these sessions in early January 2026. Session content included psychiatric emergencies, communication skills, and comparisons between psychiatry and other specialties.

7 out of 52 learners attended the first session, the majority of whom were based in Bristol placements. This attendance was lower than that observed for previous online sessions (between 8 and 15 attendees out of 52 invited) and could reflect commuting and obtaining time away from clinical duties. In contrast, online sessions had previously been attended bytrainees from across the region, raising potential equity and accessibility considerations. Despite the lower attendance, formal feedback from attendees was uniformly positive. Informal feedback indicated a preference for in-person teaching, with learners reporting improved concentration and greater ease of interaction with both faculty and peers. Teachers had the impression learners engaged more in the sessions in contrast to previous online ones, and had higher satisfaction with the format, which may have implications for teacher motivation and retention.

We have recently changed our GP and foundation doctors teaching programme from online to in-person sessions due to concerns about low engagement within sessions. Our early reflections include a better perceived experience from learners and teachers, although difficulties in attending sessions could limit success in the future. We have demonstrated satisfaction with returning to in-person teaching, and will continue to assess learners’ responses and feedback.

Innovative teaching methods and gamification are increasingly sought in medical education to promote active learning and engagement amongst students. This interactive andnovel approach has gained popularity within medical education and allows students to consolidate their clinical knowledge and apply their skills to unfamiliar scenarios.Students are encouraged to think in a holistic manner, and this teaching intervention facilitates experiential learning.

The aim of this study was to design and deliver a psychiatry-themed escape room for Fourth year medical students at Bushey Fields Hospital. This is a novel approach to undergraduate psychiatric teaching, which focused on consolidating clinical knowledge regarding basic principles of psychiatry and encouraging collaborative problem-solving.

A 45–60minute escape room was developed, centred around a fictional patient who was admitted to hospital after experiencing psychosis. Students were given a backpack with a padlock that contained clues and five tasks to solve. Working in groups of 3–5, students solved tasks centred around history taking, mental state examinations, assessing risk, physical health monitoring and contemplating management approaches.

A mixed method approach was undertaken, and pre- and post-session questionnaires (Likert scaled) assessed student-rated confidence regarding management of psychiatric situations, assessing risk, formulating differentials and management plans were distributed. Further qualitative data was gathered from students regarding their learning and experiences regarding the psychiatry-themed escape room.

Eighteen students participated over four escape room sessions. Post-session confidence scores increased across all measured domains, especially when undertaking risk assessments and knowledge of the Mental Health Act.

Qualitative data was thematically analysed and students reported that this was a useful opportunity to apply their skills and knowledge, using a simulated case.

The results of this study suggest that this approach helped students to engage with psychiatric teaching in a novel and innovative manner. Students reported that they felt that consolidating their psychiatric knowledge using a simulated case was a safe environment to learn further.

Students reported a greater appreciation regarding the use of legal frameworks, history taking skills and undertaking mental state examinations. These are key considerations and skills used within psychiatry, which will lead to resident doctors being well equipped with key psychiatric principles, improvement in future practice and patient care.

This psychiatry-themed escape room will be offered at other sites within the Trust, and future work includes possible expansion to resident doctors early within their training based locally.

Different teaching modalities are used within medical curricula to educate students about the principles and intricacies of psychiatry. Given the advancement in digital technology, medical education is evolving to include new digital based interventions and learning approaches, including the use of artificial intelligence (AI) based interventions. This review aims to systematically identify how artificial intelligence is used within medical curricula when teaching students about psychiatry, and is unique as reviewers are at different stages of training.

An advanced literature search was undertaken using OVID (MEDLINE), and Web of Science. Four key search terms were used within these databases – ‘psychiatry*’ AND ‘medical education’ AND ‘artificial intelligence’ AND ‘students’. Studies commenting or focusing on artificial intelligence-based interventions within healthcare education were included, and no restriction on the country, language or methodology. PRISMA checklist utilised. Results were thematically analysed.

332 studies were retrieved (19 were excluded due to duplication). 313 studies were screened, and 16 full texts were screened and 4 studies were deemed suitable for inclusion.

Key areas highlighted within these studies suggest AI can be in a versatile manner to help shape educational interventions. One study highlighted numerous roles that ChatGPT can undertake within an educational setting, including providing prompts for debates within students, facilitating self-directed learning, providing information to students, and can be used to create further learning materials, including vignettes for hypothetical cases – after a relevant prompt. However, the study highlighted key limitations to consider when using this novel approach as follows: the likelihood of inaccuracies leading to misinformation, differences between languages/translation, and lackof replicability and reproducibility of responses and results.

Another study showcased the creation of a web-based AI supported educational tool developed for psychiatric education, and students reported significant user satisfaction and mentioned that the platform was effective and supported them through their placements.

This review highlights the limited availability of literature surrounding the use of artificial intelligence to teach medical students about psychiatry. Additionally, the limited available literature highlighted that AI can be used in a versatile manner to create learning prompts, aides, and to create realistic case studies and vignettes that can help improve learning. However several limitations have been highlighted about the use ofAI-related materials within medical education, and further research and innovation is required within this area.

To evaluate the educational impact of a structured CAARMS workshop on trainee confidence and knowledge related to the assessment of at-risk mental states.

A pre-post educational evaluation was conducted among participants attending a CAARMS workshop. Anonymous surveys were completed immediately before and after the session. Self-reported confidence and clinical skills were assessed using a workshop-specific questionnaire aligned with core CAARMS competencies, including symptom elicitation, differentiation of attenuated psychotic symptoms, threshold determination, risk assessment, formulation, and documentation. Knowledge was assessed using a curriculum-aligned multiple-choice questionnaire based on key CAARMS principles and common assessment pitfalls. Anonymous participant codes enabled paired analysis. Post-workshop feedback assessed perceived relevance and applicability to clinical practice.

Paired pre-post analysis demonstrated improvements across all assessed domains. The proportion of participants rating themselves as highly confident (≥7/10) increased from 28% pre-workshop to 76% post-workshop. The largest gains were observed in differentiating attenuated psychotic symptoms from anxiety, obsessive-compulsive phenomena, and culturally normative beliefs (22% to 74%), applying CAARMS threshold criteria (18% to 71%), and conducting structured risk assessments (31% to 82%). Knowledge performance improved, with 83% of participants achieving high post-training scores compared with 41% pre-training. Workshop acceptability was high, with 92% reporting the content as relevant to their clinical work and 94% indicating they would recommend the workshop to other trainees.

A structured, case-based CAARMS workshop was associated with substantial improvements in trainee confidence and knowledge related to at-risk mental state assessment. This simple pre-post evaluation approach provides a practical method for assessingeducational impact and may support earlier and more accurate identification of individuals at risk of psychosis across psychiatric training settings.

Strangulation is the commonest method of suicide for both males and females, accounting for 56.6% of completed suicide in England and Wales in 2024. The inpatient mental health setting is a high-risk period for suicide attempts and completed suicide. A mental health admission should offer service users a contained environment where potential risks are well managed. However, there is no formal teaching to core psychiatry trainee doctors at East London NHS Foundation Trust regarding managing ligature emergencies on the mental health wards. Therefore the aim of this project was to improve confidence of resident doctors in managing ligature emergencies on inpatient mental health wards.

A 1-hour teaching session on managing ligature emergencies was given to core trainee psychiatry doctors during their weekly teaching afternoon, which included theoretical teaching and a clinical simulation. This was run on three occasions across two sites at East London Foundation Trust. A pre- and post-session questionnaire usinga 5-point Likert scale: 1 (Not confident) to 5 (Completely confident) was formulated and provided to core traineepsychiatry doctors (n=20) to assess confidence across three domains of strangulation management: (1) removing a ligature, (2) an A to E assessment of a person who has tied a ligature and (3) recognising the red flags after a ligature. The self-perceived competence score was calculated as a percentage for each domain.

On average, scores improved by 2.33 (domain 1), 1.3 (domain 2) and 1.58 (domain 3). When we categorised into binary ‘Not confident’ (scores 1–3) and ‘Confident’ (scores 4–5) there was an improvement in confidence by 66.25% in domain 1, 49.6% in domain 2 and 83.75% in domain 3. The improvement between these categories was statistically significant with a p value of <0.05. Only one person had received any prior training regarding ligatures.

This simulation resulted in doctors’ confidence improving significantly in all three domains. This pilot project demonstrates there is a gap in training for doctors and that peer-lead simulation is an effective way to address this. This project is live and we are continuing to complete more cycles of data. With each cycle, we are refining the teaching and the simulation based on the feedback. We aim to integrate the strangulation teaching session into the resident doctor’s induction across all sites, with the plan for regional rollout in the future.

The aim of this initiative was to provide a structured, high-quality psychiatry teaching programme to support our Trust’s nurses’ Continuous Professional Development (CPD) and revalidation. This programme sought to further improve nurses’ clinical knowledge, prescribing skills and legal understanding.

Since February 2025, monthly afternoon educational sessions were delivered face to face at Harplands Hospital, by experienced doctors, and open to all nursing staff, especially those pursuing higher education. Each session covers two clinically relevant topics, including psychosis, bipolar affective disorder, psychopharmacology, eating disorders, ADHD and medication monitoring. Attendees were encouraged to participate and to promote engagement and consolidate newly acquired knowledge, a Kahoot quiz was used each session.

Feedback was collected from attendees following each session. This questionnaire asked whether participants found the teaching helpful, whether the content was pitched at an appropriate level, asking for topic suggestions to cover in future CPD sessions, and what did they enjoy most about that day’s teaching. Open-text qualitative feedback is regularly analysed to determine quality of teaching and shape future topics.

Feedback has been consistently positive. The vast majority of nurses reported the sessions to be helpful and pitched at an appropriate level for their job role. Teaching was described as engaging, relevant, interactive, and supportive of their CPD and revalidation needs. Use of Kahoot and the enthusiasm of the teachers were frequently noted as being valued.

Analysis of feedback showed a recurrent theme among request including ADHD, ECG and blood test interpretation, clozapine monitoring, refeeding syndrome, mood disorders, and commoncomorbid physical health conditions. This feedback shaped subsequent teaching sessions, ensuring the programme continued to be response and learner-centred.

The feedback from this monthly psychiatry teaching programme has successfully provided medical education to support with nursing CPD and revalidation requirements. Engagement has always been high and consistently positive feedback demonstrated the value of the programme in enhancing nurses’ knowledge, confidence, and clinical practice. Subsequently, our Trust is exploring protected teaching time for our nursing colleagues further reflecting the Trust’s commitment to continued professional development and patient care. Future plans including expanding bespoke sessions tailored to service needs and inviting novel speakers with specialist knowledge.

In Northern Ireland, the prevalence of mental health disorders is estimated to be significantly higher than in England, set against a backdrop of socioeconomic deprivation. Consequently, a resilient workforce is a clinical imperative. However, postgraduate training often leaves a critical gap between theoretical knowledge of The Mental Health Order (NI) 1986 and the emotional endurance required to apply its principles in acute settings. This paper describes the development of a high-fidelity simulation designed to bridge this gap. The primary aim was to transform a morally injurious personal experience into a safe educational tool, teaching trainees to navigate the conflict between the Hippocratic instinct to treat and the strict statutory limits regarding patient autonomy.

A high-fidelity simulation was developed within the Western Health & Social Care Trust as part of a Psychiatric Emergencies Simulation Day. Grounded in Kolb’s experiential learning cycle and the author’s dual background as a Solicitor and Psychiatrist, the scenario involves a voluntary patient with Emotionally Unstable Personality Disorder (EUPD) and Type 1 Diabetes refusing insulin. The patient is fully capacitous, aware of the risk of Diabetic Ketoacidosis (DKA), yet refuses treatment due to emotional dysregulation. The simulation utilizes Bion’s theory of containment; the facilitator absorbs trainee anxiety (counter-transference) to prevent the loss of a mentalizing stance, modelling how to regulate the urge to utilize coercive measures prematurely.

The simulation exposes the visceral conflict between the right to life (ECHR Article 2) and the right to private life/autonomy (ECHR Article 8). Trainees are forced to confront the specific constraints of the MHO (NI) 1986, which precludes detention solely based on Personality Disorder. The scenario demonstrates that the threshold for overriding a competent refusal is the high bar of the Common Law doctrine of Necessity. The primary learning outcome is the realization that the hardest clinical decision is often not to treat.

This educational intervention successfully establishes that respecting legally protected autonomy, even when it risks catastrophe, exacts a heavy toll of moral distress. By integrating legal jurisprudence with psychotherapeutic principles of containment, the simulation acts as a sublimation of moral injury. It demonstrates that curriculum development must address the “faceless” demands of the law alongside the human needs of the doctor. Providing a controlled environment to bear the “unbearable weight of autonomy” is an ethical imperative for mitigating burnout and ensuring true patient-centred care.

The weekly Local Academic Programme (LAP) at Mersey Care NHS Foundation Trust is part of the MRCPsych programme. It aims to prepare psychiatry trainees for theirMRCPsych exams, and within Mersey Care receives positive feedback from attending resident doctors. To support exam practice, multiple-choice questions (MCQs) were introduced in 2024. We decided to extend further support as trainee leads and introduced didactic (maximum 5 minutes) explanations of complex exam topics every session, using different audio/visual technologies. The aim was to cater to different learning methods; Visual, Audio, Reading/Writing, Kinaesthetics.

The quality improvement project used mixed methodology. We used convenience sampling to collect quantitative and qualitative data. Before the start of the semester, a pre-intervention survey was sent to trainee doctors using Google Forms, in February 2025. After 5 MCQs for the audience to practice in the LAP, one of the authors (LAP trainee leads) explained a chosen topic for 5 minutes. We used power point presentations or videos using graphics or white board function on Zoom to explain examinable topics. Paper A and Paper B curriculums were used to select the topic for discussion. Throughout the semester and at the end, we sent out surveys to gather feedback using Smart Surveys until July 2025.

Initial survey data indicated that most trainees struggled to digest concepts in standard MCQ banks and believed they would benefit from short (5-minute) discussions on complex examinable topics, such as biostatistics (e.g. ANOVA vs. ANCOVA) during our sessions.

Following the implementation of the new LAP format, 60.7% found MCQ based explanations helpful. Regarding delivery style, 35% of respondents preferred a mixture of MCQs and whiteboard/video explanations, while 33.33% favoured MCQs with standard explanations. None of the respondents wanted whiteboard/video-based teaching alone.

Qualitative feedback was highly positive, with trainees noting that the explanation of statistical methods was “particularly good” and “very helpful for revision” for Paper B. Participants specifically praised the “simplified” explanations to consolidate learning.

The trainees found the new sessions useful for their organisation, interactivity, and clarity on difficult to understand examinable topics. To support the greatest benefit in MRCPsych examination preparation, trainees preferred a combined approach of MCQ style questions alongside whiteboard/video explanations for more complex topics. Catering to different learning methods and differential attainment in local medical education programmes could potentially improve MRCPsych success rates for resident doctors in psychiatry training.

To compare Core Psychiatry training experiences in the UK of British and International Medical Graduates in the Northwest Deanery of England and identify challenges faced by each group across multiple domains.

A cross-sectional mixed method survey was conducted (Electronic and Paper) amongst core psychiatry trainees in the Northwest Deanery of England. The survey consisted of multiple-choice questions and free text box. Quantitative data was analysed using descriptive statistics (Chi square, Fisher’s exact andoddsratio) to compare BMG and IMG responses while the qualitative responses were analysed thematically using the Braun and Clarke the maticanalysis.

48 trainees responded (IMG:28, BMG:20). Burnout was reported more frequently by IMGs than BMGs. IMGs were significantly more likely to report cultural differences, perceived preparedness to enter training. Thematic analysis identified concerns around day-to-day training, prioritising clinical workload over learning, frequent changes in placements, social isolation and disruption in community building. Moreover, concerns around inequity in pay and inconsistent on call demands across trusts were identified.

IMGs experience a higher degree of burnout compared with their BMG counterparts, and more likely to report challenges like cultural differences, perceived preparedness to enter training. Challenges like increased workload, navigating the NHS systems, rota pressures and prioritising service provision over learning were commonly reported by both the groups.

Diagnostic systems for neurodevelopmental disorders, including DSM–5–TR and ICD–11, provide essential categorical classifications for clinical communication, service eligibility, and care planning. However, these systems offer limited capacity to explain the marked heterogeneity observed within diagnostic groups or to link diagnosis meaningfully to underlying neurocognitive mechanisms. In parallel, dimensional frameworks grounded in developmental neuroscience have generated substantial mechanistic insight yet remain difficult to operationalise in routine clinical practice. This gap between descriptive diagnosis and mechanistic understanding limits formulation, training, and translational consistency across clinical settings.

Aim

To propose a neurocognitive profile specifier framework that integrates developmental neuroscience constructs into DSM/ICD-based diagnosis using a shared, clinically usable language applicable across education, clinical practice, and service contexts.

This conceptual framework defines five neurocognitive profile domains consistently implicated in neurodevelopmental conditions: Social Cognition; Executive Function and Cognitive Flexibility; Reward and Motivation Sensitivity; Sensory Processing; and Emotional Regulation. Each domain is characterised using concise, developmentallyinformed specifiers (e.g. intact, variable, markedly impaired), derived from information routinely obtained during neurodevelopmental assessment, including clinical interview, collateral history, and standardised measures interpreted relative to developmental norms. The framework is designed to be applied following categorical diagnosis, preserving existing descriptive specifiers while adding a mechanistically coherent profile layer to clinical formulation.

The framework produces a concise neurocognitive profile embedded within the diagnostic formulation. Clinically, this supports clearer intra-diagnostic differentiation, improves multidisciplinary communication, and facilitates targeted intervention planning without reliance on biological markers not yet suitable for routine use. Across services and training settings, it provides a structured approach for teaching formulation and linking assessment findings to intervention strategies. In addition, the use of clinically familiar but mechanistically grounded domains facilitates alignment with neuroscience-informed research, supporting cumulative and translational understanding.

Neurocognitive profile specifiers offer a pragmatic means of aligning diagnostic practice with developmental neuroscience while preserving categorical classification. By contextualising diagnosis rather than replacing it, this framework supports more precise formulation, enhances educational clarity, and provides a scalable approach to personalised care in neurodevelopmental psychiatry.