This review aimed to examine the relationship between sleep disturbances and mental health outcomes in medical students, focusing on key mental health issues such as depression, anxiety, suicidal ideation and dropout intentions. It sought to determine the prevalence of sleep disturbances, assess the strength of the associations with mental health issues and evaluate the quality of the evidence across different study designs using a thematic approach. The study aimed to uncover gaps in the literature, particularly regarding longitudinal research, objective biological sleep assessments and interventional studies.

Following PRISMA guidelines, a comprehensive search was conducted in Scopus, PubMed and Web of Science, as well as hand-searching and citation tracking. Studies examining sleep disturbances were measured using validated tools such as Pittsburgh Sleep Quality Index (PSQI) and Epworth Sleepiness Scale (ESS). Mental health outcomes such as depression, anxiety and burnout in medical students were included.

An initial appraisal was conducted extracting strengths and weaknesses of each study and then the Joanna Briggs Institute (JBI) Critical Appraisal Tool was used to assessmethodological quality of the included studies. Thematic analysis was applied to compare findings across studies.

Seven studies met the inclusion criteria, comprising a meta-analysis, a longitudinal study, a mixed methods study and four cross-sectional studies. Thematic analysis highlighted four key areas: (a) Prevalence and impact of poor sleep quality; (b) Sleep and mental health; (c) Risk factors for poor sleep and mental health; (d) Coping strategies and sleep’s role.

55% of participants in the Jahrami study reported poor sleep, confirming that there is a high rate among medical students. Poor sleep was linked to depression, anxiety, and suicidal ideation. However, most studies were cross-sectional and used self-reported data which limits causal conclusions. Only one study, Vollmer-Conna explored physiological mechanisms, highlighting the potential need for biological research on sleep and mental health. No study tested interventions aimed at improving sleep and mental health outcomes, leaving a significant gap in the literature for interventional studies.

This review confirms a strong link between poor sleep and worsened mental health in medical students, highlighting the need for interventions within this population. However, longitudinal studies, biological assessments and intervention experiments are needed to establish causality, increase reliability and implement potential interventions to improve the overall wellbeing and performance of medical students who are the future of the healthcare workforce. Medical schools should prioritise sleep hygiene, education, workload adjustments and mental health support to improve student wellbeing throughout the course and prepare them for a career as a doctor.

Reflective practice and Balint groups are essential for psychiatrists’ professional development, enhancing clinician wellbeing and job satisfaction. While embedded in UK psychiatric culture and training curricula, international doctors may have limited awareness of, exposure to, and access to these tools.

This study assessed international psychiatry resident doctors' baseline familiarity with and access to reflective practice and Balint groups, and evaluated changes in engagement following an educational webinar.

Pre- and post-intervention surveys were distributed to international psychiatry doctors attending a webinar organized by the British Pakistani Psychiatrists’ Association (BPPA) on 22 November 2025. The pre-intervention survey assessed demographics, prior training in reflective practice, engagement frequency, workplace culture, and access to Balint groups. The post-intervention survey evaluated self-rated confidence and intended engagement in reflective practice. The intervention consisted of a one-hour webinar introducing reflective practice and Balint group principles, including a supervised Balint group demonstration led by a UK higher trainee.

The pre-session survey respondents (n=12) included 4 trainees and 8 non-training doctors, with 8 trained in Pakistan (6 practicing locally, 2 relocated to Ireland) and 4 from Malaysia, Botswana, Algeria, and Fiji. At baseline, most participants lacked formal training in reflective practice (83.3%) and access to Balint groups (91.7%), while 33.3% had no access to formal reflective platforms. Half perceived their workplace or training curriculum as placing low or no emphasis on reflection. Pre-session, 50% of attendees reported frequent engagement (often/always), primarily through supervisor meetings (58%), portfolio entries (25%), and team reflective meetings (25%), while two participants had never engaged in formal reflective practice.

Post-session, the participants reported high confidence in reflective practice (mean 4.25/5; 91.6% rated confidence ≥4/5), and 91.7% requested additional resources, reflecting heightened interest. Intended frequency of future engagement (often/always) increased to 75% post-session, compared with 50% reporting frequent engagement at baseline. Qualitative feedback demonstrated participants' intent to advocate for establishing local Balint groups and enthusiasm to integrate reflective practice into their daily clinical practice.

Reflective practice is essential for professional development and wellbeing, particularly for early-career psychiatrists. This study demonstrated that international psychiatry doctors have limited understanding of and exposure to reflective practice and Balint groups, with minimal emphasis within workplaces or training programmes. A brief online educational session improved confidence and intended engagement in reflection, highlighting the value of international educational collaborations in upskilling psychiatrists globally.

To improve the quality of psychiatric history taking and mental state examination by psychiatric trainee doctors in North Wales.

A retrospective psychiatric case note audit was conducted across three acute psychiatric inpatient units in North Wales (Wrexham, Rhyl and Bangor sites). A total of 35 inpatient records were reviewed (Wrexham n=15, Rhyl n=10, Bangor n=10) against standards derived from the Oxford Textbook of Psychiatry chapter on history taking and mental state examination. Quality was scored (0–2) against 60 essential criteria.

The aggregate compliance to the standards was 50.6%, demonstrating significantly less than the 100% target for full documentation. While administrative tasks (84.3%) and objective MSE findings (68.5%) were relatively well-documented, complex narrative elements such as HOPC especially core symptoms of anxiety (10.0%), depression (26.8%),and past psychiatric history (22.9%) showed critical gaps. The History of Presenting Complaint achieved only 26.4% compliance. Most significantly, while risk assessment was documented in 58.1% of cases, the translation into an actionable risk management plan was documented in only 8.6% patients.

There was variation in quality standards achieved at all the three acute psychiatric sites in North Wales. The resident trainee doctors used different admission clerking proformas at the three sites. The details captured in the admission clerking for new psychiatric admissions did not fully align with the details expected in a psychiatric history taking scenario as per the standards in the Oxford Textbook of Psychiatry. The missing information in history taking can contribute to suboptimal patient care including suboptimal risk management and such missing information and detail in history taking is seldom fully rectified later in the admission. We argue that the solution is not merely the introduction of another “tick-box” proforma, but the implementation of a standard with clear expectations to follow traditional detailed psychiatric history taking and mental state examination with clinical reasoning and synthesis, regardless of tool used for completing the clerking. Training sessions are being planned to be delivered to the trainee doctors with the aim of achieving 100% compliance in the re-audit ensuring that the “full story” is captured for every patient, every time.

The Thames Valley Child & Adolescent Psychiatry training scheme is one of the smallest UK schemes for the specialty. The previous academic programme consisted of small local group teaching. However, over time, it became increasingly difficult to fill the programme from a limited pool. Alongside this, with more virtual teaching affecting the teaching (positively and negatively), the feedback from residents indicated a clear need for action. Hence a decision was taken to join with three London programmes that were successfully running a combined academic programme. Considering the potential impact of merging with a large group conducted virtually, we identified a need to start with a one-year pilot, and monitor the quality, accessibility and learning impact of this.

We consulted with the residents on joining the virtual programme, and started collating feedback after every session with an online form. The feedback was reviewed at the end of every term and discussed with resident representatives present. We also obtained feedback from our resident group on the quality of the academic teaching at the end of the pilot to support our decision on whether to continue.

Sessional feedback has helped gauge quality of speakers and shape future sessions. The overall feedback at the end of the pilot showed an overwhelmingly positive response.75% of the cohort responded, with everyone rating the main speaker sessions as good or excellent. Resident-led sessions were also rated positively, although comments reflected the difficulty of engaging in discussions virtually when presenting cases or journal clubs. The advantages of joining programmes included the content quality, breadth of topics, and convenience. Disadvantages included less face-face contact and reduced interactivity. Suggestions to mitigate included more in-person sessions, and access to recordings. Most people value small group teaching as a learning approach and also highly rated an in-person day in Oxford.

We conclude overall that joining of academic programmes has been a success for our scheme. We have also been able to positively contribute to the larger scheme by bringing in a structured feedback process to the programme. However, we also highlight some ongoing challenges in delivering academic programmes moving forwards. Important questions remain about future development of academic programmes: will more schemes need to merge to sustain their viability if they face similar challenges – should there be a national programme for each specialty? What are the risks of this, and how can we maintain the important identity of smaller schemes?

There have been long-standing challenges associated with recruitment into psychiatry internationally. In the UK, this issue has inevitably led to a shortage of practising mental health consultants which impacts upon training opportunities, patient care and staff morale. This study aims to explore existing psychiatric trainees’ perspectives on their career choice and the educational experiences that impacted upon their decision.

This is a qualitative research study using semi-structured interviews to explore the perceptions of trainees within psychiatry on their educational journey and the interactions with role models that ultimately influenced their career aspirations. Thematic analysis was used to organise the findings into three overarching themes and various subthemes that aimed to interpret and explain meaning across the dataset.

Thirteen participants were interviewed demonstrating a range of ideas that were broadly grouped into three main themes. Theme one, entitled attitudes and behaviours towards and within psychiatry encompassed the importance of role models within psychiatry, a humanistic approach to patient care and to trainees themselves, and the trainees' experiences of professional stigma. Theme two, influential educational experiences within psychiatry explored the impact of specific teaching and learning experiences, potential barriers and unique and influential opportunities available. Theme three, perspectives and perceptions of psychiatry as a specialty concerned the trainees’ perceptions of how others viewed them as psychiatrists and involved discussion of common misconceptions, access to the specialty prior to application and visibility of the specialty in other contexts.

Exploring trainees’ experiences in the lead up to choosing psychiatry as a career provided valuable insight into existing positive experiences and highlighted aspects of learning and training that could be further developed. The results can be used to provide a platform from which to enhance the educational experiences of future potential psychiatrists.

Kent and Medway Mental Health Trust facilitates regular Resident–Senior Forums for doctors of all grades, a structured space to raise work-related concerns and share feedback. Forums are attended by representatives from medical education, staffing and the Guardian of Safe Working Hours. They were initially piloted across two localities in 2023 as part of a QIP to improve on-call communication, receiving positive feedback and average attendance of 14 people. The forums have since been expanded trust-wide since 2024. After the initial phase chaired by locality tutors, I have chaired the forums as a resident doctor since August 2024 to provide continuity and peer-led perspective.

The forums have supported discussion on a range of clinical and operational issues, including updates on standard operating procedures, consultant ward cover, rota andpay concerns, resident safety, ward access and educational needs. Issues have been escalated to senior colleagues across medical and non-medical departments, with actions fed back at later meetings. Topics such as physical health pathways and clinical handovers have led to QIP projects, with results shared with attendees. Non-medical teams have also joined forums to gather interactive feedback from doctors on issues such as clinical systems.

Since August 2024, attendance has risen to an average of 31 participants (range 18–43). In June 2025, feedback was re-collected from 14 medical staff from foundation to consultant grades: 71% had attended and 93% were aware of forums. Among attendees, 80% still found forums useful (sustained from 75–80% in the initial trial), 70% felt listened to (from 80%) and 90% felt able to raise concerns. Reported benefits included access to decision makers, a safe environment to voice concerns and improved understanding of organisational processes. Qualitative comments described the forums as an “opportunity to raise concerns and learn about colleagues’ issues”, “a voice for residents and consultants”, and “a shared space for juniors to be heard by seniors”. The main barrier to attendance was difficulty being released from clinical duties. Suggested improvements included increasing resident engagement, widening the agenda, clearer action tracking and adjusting timing. In response, the forums have been added to induction materials, an explanatory communication circulated trust-wide and the timing moved to lunchtime for 2026.

The forums provide an effective route for raising concerns with seniors and have supported meaningful service improvements. Chairing as a resident doctor has also offered leadership development, insight into policy implementation and greater understanding of multidisciplinary roles.

To address gaps in physical health teaching for psychiatric doctors, we hypothesised that a structured programme delivered collaboratively across trusts would improve confidence and knowledge in managing acute and chronic medical conditions. Psychiatric doctors frequently encounter physical health issues with their patients, yet ongoing training opportunities are limited. Feedback from trust resident-senior forums highlighted a need for teaching on medical emergencies and chronic disease management.

A curriculum was developed covering 12 core topics, including medical emergencies in psychiatry, cardiovascular health and integrated care. Sessions are delivered bi-monthly within the trust’s continuing professional development programme for higher trainees and consultants, with additional invitations sent to core trainees and IMTs for these talks. Teaching is led by resident doctors and consultants in adult medicine, with feedback provided by attendees for their portfolios. Teaching materials can be offered for review by a psychiatry trainee beforehand to ensure relevance to mental health settings and discuss further. Staff attendance is encouraged through induction packs and circulated schedules.

Sessions have been well attended, with on average 85 staff (range 67–110), including both resident doctors and consultants. Feedback has been overwhelmingly positive, citing sessions as “practical”, “relevant”, and “useful” for out-of-hours support. Participants valued guidance on identifying alarming signs, understanding hospital expectations from referrals and insight into likely treatment for their patients. One staff member noted they would “reach for these slides during on-calls” as an additional available resource. It was also highlighted that there could be misconceptions between hospital and psychiatric teams regarding available tools and resources. This shows the importance of shared understanding to improve patient care.

High engagement and positive feedback demonstrate the need for ongoing physical health teaching in psychiatry. This programme exemplifies how cross-trust collaboration can address learning gaps and could be replicated in other regions to enhance patient safety and clinician confidence.

Care homes were noted to refer residents with Behavioural and PsychologicalSymptoms of Dementia (BPSD) without behavioural charts, which limited the development of appropriate care plans. Some referrals were also made to secondary mental health services before trial of local behavioural strategies. This project aimed for 80% of referrals to Kent and Medway Mental Health Trust for BPSD to include a medication chart and completed behavioural chart prior to assessment. A further aim was to design and deliver training on Dementia, BPSD and effective behavioural chart completion within two pilot care homes, with the longer-term intention of reducing referrals.

A multidisciplinary team (MDT) mapped the referral pathway and collected baseline patient data, including whether behavioural charts were provided on referral, and chart quality from psychology and medical perspectives. A 3-hour MDT training package was developed, combining presentation, written materials and interactive case discussion. Topics included understanding Dementia, recognising behaviours experienced as challenging, communication strategies, use of behavioural charts with example walkthroughs, and approaches to supporting wellbeing and quality of life. Training was delivered on-site in two pilot homes, with staff encouraged to cascade learning. Trust referral screeners were also asked to request missing behavioural charts. Equivalent referral data was collected post-training.

Thirteen attendees provided feedback. All rated the training 10/10 for usefulness. Self-rated understanding of Dementia improved from 4.2/5 to 5/5, and confidence with completing behavioural charts improved from 6.8/10 to 9.8/10. Attendees included HCAs, Team Leaders and Managers. Qualitative comments highlighted learning around triggers for behaviours that challenge, completion of behavioural charts and behavioural strategies to potentially use for their residents with Dementia.

At baseline, 16 referrals for BPSD were accepted over four weeks in March, with two including behavioural charts. Requested charts from the two pilot homes scored low for structure (1.6/5) and clinical usefulness (1.4/5). After the training, five referrals were accepted over four weeks in June, none from the pilot homes. In the following two months, no new patients were taken on from one pilot home and two from the other, one accompanied by a completed behavioural chart. Although new patient numbers decreased, too few charts were therefore submitted to evaluate quality improvement.

The training was well received and increased staff confidence. Wider rollout is recommended, though individual home-based delivery was resource-intensive. An annual centralised session may be more efficient.

In the West Midlands, limited addiction placements and a shortage of suitably endorsed assessors have made it difficult for core psychiatry trainees to meet revised RoyalCollege of Psychiatrists (RCPsych) curriculum requirements, including completion of two addiction-specific workplace-based assessments (WPBAs). Without targeted intervention, trainees risk failing to demonstrate required competencies, with implications for future specialist workforce capacity as there continue to be fewer addiction psychiatrists working in substance misuse services.

Aims were to improve access to, and quality of, addiction psychiatry training opportunities for core psychiatry trainees in the West Midlands, with a particular focus on enabling completion of curriculum-mandated addiction workplace-based assessments (WPBAs).

Baseline data were obtained from a cross-sectional review of ARCP outcomes in December 2024 which showed trainees were struggling to meet their addiction workplace-based assessment (WPBA) requirements. We focused on four intervention methods: (1) assessor training in completing addiction workplace-based assessments (WPBAs), (2) development of a regional assessor network and addiction training plan for each Trust in the region, (3) experience and special interest days within addiction services with opportunities to complete assessments, and (4) expansion of addiction teaching within the MRCPsych programme.

Outcome and process measures included proportion of trainees meeting addiction WPBAs requirements, number of trained assessors, availability of more learning opportunities, and trainee feedback.

At baseline, none of 13 core trainees in the baseline data had completed the required two addiction WPBAs, although 11 had completed one. Assessor training sessions were organised which generated positive feedback and volunteers leading to the development of anaddiction training plan for each Trust with directory of assessors. Experience days enabled trainees to complete assessment of clinical expertise (ACEs) and case-based discussions (CBDs) with appropriate supervision and were associated with improved confidence and engagement with addiction psychiatry. By the June 2025 ARCP, all CT3 trainees had completed the required addiction WPBAs.

This project shows that practical, system-level changes can make a meaningful difference to trainees’ access to addiction training and their ability to meet curriculum requirements. In particular, developing assessor capability, prioritising experiential learning, and working collaboratively at a regional level were central to progress. Ongoing senior leadership is needed to sustain this momentum so that the changes can be embedded into routine practice, and to ensure equitable access across regions.

Undergraduate medical students frequently have limited exposure to acutely unwell psychiatric patients, resulting in reduced confidence and practical competence in psychiatric history-taking and Mental State Examination (MSE). This study describes the development, delivery, and evaluation of a single-site simulation-based psychiatric teaching programmeaimed to deliver realistic and structured simulation experiences. The primary aims were to enhance students’ skills in psychiatric assessment, differential diagnosis, and initial management planning, whilst also strengthening understanding of mental health law and pharmacological treatment.

A three-hour simulation session was delivered to small groups of third- and fourth-year medical students during their psychiatry placement, with 3–5 students per session. Each student conducted a focused psychiatric history and MSE with a simulated acutely unwell patient, followed by presentation of findings, differential diagnosis, and an immediate management plan. Sessions incorporated structured multi-source feedback from peers, facilitators, and the simulated patient actor. Pre-and post-session questionnaires measured baseline and post-session self-efficacy, knowledge, and learner perceptions. Comparative placement evaluation data were reviewed between cohorts with and without embedded simulation teaching. Session design was informed by experiential, constructivist, and adult learning principles, with careful attention to cognitive load and psychological safety.

Students demonstrated substantial improvements in self-efficacy across all assessed domains. Pre-session ratings averaged 2–3/5 for psychiatric history-taking, MSE, and communication with acutely unwell patients, increasing to 4–5/5 post-session, representing a 90% increase in self-reported confidence. Cohorts with embedded simulation reported consistently higher satisfaction with their psychiatry pathway than cohorts without simulation, including higher ratings for overall week quality (mean 4.3–4.5 vs 3.0), usefulness of the introduction (mean 4.7–5.0 vs 3.9), and feedback in clinical reasoning (mean 4.0–4.7 vs 3.0). Qualitative feedback described the session as “the most helpful thing of the placement”,highlighting realistic acting, varied scenarios, and the value of structured feedback within a supportive, non-judgemental environment. Following positive evaluation, the programme progressed from a pilot to integration within the University of Plymouth undergraduate psychiatry pathway, with planned expansion to affiliated hospitals.

Simulation-based psychiatric teaching effectively addresses gaps in undergraduate exposure to acutely unwell patients, improving confidence, practical skills, and reflective practice. This sustainable and scalable model demonstrates how locally developed simulation can enhance placement quality and achieve wider institutional adoption, offering an innovative and transferable approach to undergraduate psychiatry education.

The aim of our quality improvement project was to create an equitable and fair experience for psychiatry core trainees in Kent and Medway Mental Health NHS Trust (KMMH) who wanted to take part in our trust mock Clinical Assessment of Skills (CASC). This could be achieved by increasing candidate numbers and incorporating a quality assurance process.

KMMH runs a twice yearly mock CASC for resident psychiatry doctors. We mirror the Royal College of Psychiatrists(RCPsych) CASC exam as closely as we can with 16 stations, experienced actors and examiners in each station. We wanted to improve the quality of our mock CASC by aligning with RCPsych standardisation and increasing trainee satisfaction. Potential consequences of a poorly delivered training experience could result in trainees seeking training opportunities elsewhere, which has ramifications on building a sustainable and skilled workforce.

We sought stakeholder opinion (examiners, candidates, senior medical education staff). We gathered current performance data: examiners requested marking guidance, there was a 56% discrepancy in second marking of the same candidate and only 56% of candidates were satisfied with the current mock CASC provision. We completed a root cause analysis by creating a fishbone and affinity diagram. The main themes identified were: lack of candidate opportunities, lack of examiner marking guidelines and marking inconsistency. Countermeasures were constructed from stakeholders, bench marking and best practice. A pick chart was used to identify the most beneficial and achievable countermeasures which were then implemented: double candidate places, reduce examiner bias by providing training, standardise marking through guidance and standardisations process. We created standardised marking guidance for each station which was provided to examiners in subsequent mock CASCs.

100% of examiners felt confident marking stations. Examiner marking consistency also improved from 44% to 47%. 100% of examiners were satisfied with the marking guidance given (previously was 50%). 100% of candidates (n=21) were satisfied with the mock CASC and found it beneficial for their learning, an increase from 56% prior to ourinterventions.

Qualitative and quantitative data showed an improvement in trainee satisfaction and fairness of mock CASC with improved marking consistency. This provides evidence to embed standardisation process into future mock CASCs.

Assertive Outreach Teams (AOT) provide enhanced community support for people with serious mental illness and complex needs, amongst whom there is a higher risk of comorbid alcohol use, for which engagement in structured interventions can be challenging. Mental health professionals can deliver ‘Bitesized’ interventions directly to patients, however this can represent a relatively infrequent window of opportunity. AOT patients often have regular contact with care and support staff who may not have clinical expertise. Empowering this wider support network to discuss alcohol use with patients could reduce alcohol-related harm.

A teaching session was delivered to non-clinical staff at a residential home which supports patients under the care of the AOT. The session covered background knowledgeregarding alcohol use and health, and how the staff could deliver informal ‘Bitesized’ interventions through their daily interactions with residents. Pre- and post-session feedback was obtained through questionnaires which utilised Likert scales to assess confidence in discussing key topics and the likelihood they would talk to patients about alcohol use. The questionnaire also assessed specific knowledge markers including safer alcohol limits and risk levels.

8 questionnaires were returned.

Post-session, 100% of respondents reported confidence in discussing alcohol use with residents, including a 33% increase in those feeling ‘very confident’. The same results were found when asked about discussing relevant physical health risks. In the pre-session questionnaire, high-risk drinking levels were correctly identified by 50% of respondents, increasing to 88% post-session.

When asked pre-session about confidence discussing mental health risks relating to alcohol use, 25% of respondents selected ‘very confident’ and 13% selected ‘not confident’. Post-session, 100% reported confidence, with 71% selecting ‘very confident’.

Following the session, 86% of respondents said they would talk to residents more frequently about alcohol use, with 100% of respondents reporting the session to be helpful.

Results suggest that brief teaching delivered to non-clinical staff can improve confidence in discussing alcohol use, and related risks, with mental health patients, and increase the likelihood they will have these discussions more frequently. This project offers only a small sample and does not provide information about whether the results will translate into meaningful change in patient outcomes. It offers a platform for ongoing rehabilitationwork and demonstrates the utility in multidisciplinary working in delivering holistic care for patients with complex mental health needs. Future directions may include trialling similar or substance-related interventions elsewhere and designing sessions for delivery directly to patients.

Kent and Medway Medical School (KMMS), a new UK medical school, hosted the 2026 National Student Psychiatry Conference. The conference was organised and delivered by a student committee supported by faculty and the RCPsych Choose Psychiatry team. We describe the learning around the planning and delivery of the conference, and consider its wider educational and institutional impact.

A student organising committee was established with defined roles and responsibilities, supported by frequent planning meetings and oversight by faculty and the Choose Psychiatry team. A conference theme and associated social activities were agreed.

Twelve KMMS students from different year groups led the planning and delivery of the conference; roles included programme development, speaker liaison, sponsorship/budgeting, communications, accommodation, and logistics. Clear role allocation and regular meetings supported coordination of a complex project alongside academic commitments. The weekend conference received overwhelmingly positive feedback regarding organisation, atmosphere and session quality from the 103 delegates and 21 speakers (98% overall satisfaction).

Committee members described developing advanced professional communication, project management and leadership skills under time and resource constraints. Learning extended beyond individual task completion to coordinating interdependent workstreams, negotiating priorities, and responding collectively to challenges. They also described gaining practical experience of leadership within a complex system, including budget management, sponsorship planning, using organisational tools (e.g. spreadsheets, booking systems), and real-time problem solving to manage technical and timetabling issues.

Reflecting on this, students identified improvements for future events, including starting external communications earlier, longer breaks between sessions, ordering merchandise further in advance, and greater delegation on the day.

Despite the workload, students found the experience rewarding. Working as a team towards a shared goal, seeing plans come together, and positive feedback generated a strong sense of enjoyment and achievement, alongside practical learning opportunities rarely available within undergraduate medical education.

Medical students can develop meaningful leadership capability when trusted to lead complex, collective projects with appropriate support. Beyond promoting psychiatry, the conference provided experiential learning in systems-based working and medical leadership. For the medical school and RCPsych, the conference raised the profile of psychiatry within undergraduate training and strengthened national connections. Investing in student-led conferences provides a practical way to support engagement with psychiatry and contribute to long-term recruitment and workforce development.

In the Mouth of Madness (1995) directed by John Carpenter, is a horror film in which through a nonlinear narrative and perspective of the protagonist, the writings of a horror author are discovered to cause madness and potentially physically change reality. This film is open to a variety of rich interpretations of the possible experience of mental illness and has been used by the researcher to teach medical students about mental illness and its psychopathology. The researcher aims to inspire other educators to utilise film and film analysis in their teaching as a useful and engaging tool that can aid with psychiatric teaching.

Through interpretation of the five key elements of film, cinematography, Editing, mise-en-scène, performance and sound the film will be analysed. This analysis will be informed by the researcher's experience as a psychiatric trainee and of film analysis from completing a medical humanities degree.

This film shows the potential journey of a patient experiencing a first psychotic episode, providing informative examples of delusions of reference, passivity, nihilism and grandiosity, as well as a variety of perceptual disturbances. The film also provides an illustrative example of the societal stigma of mental illness and thoughtfully questions the viewer's assumptions, as exemplified in the following film quote:

A reality is just what we tell each other it is. Sane and insane could easily switch places. If the insane were to become the majority you would find yourself locked up in a padded cell wondering what happened to the world.

This film analysis provides a rich source of material that can be used to educate and inform medical students about key aspects of psychopathology and lead them to question and examine their own and societal assumptions regarding mental illness. This analysis will hopefully inspire other educators to utilise film and film analysis in their teaching as a useful and engaging tool to aid with their psychiatric teaching.

Qualified doctors are required to manage complexity and uncertainty. This can arise with the co-occurrence of mental and physical health conditions in psychiatric settings. In response, this exploratory study was conducted to generate insights into how medical students respond to co-occurring mental and physical health problems in simulated psychiatric settings. It is hoped this can provide insights into how medical educators can better prepare the next generation of doctors for recognising and managing the complexity and uncertainty of encountering co-occurring mental and physical health problems in their clinical practice and increase awareness of the risk of diagnostic overshadowing, especially in the psychiatric patient population.

This study also seeks, through grounded thematic analysis, to gather and analyse the nuanced views of medical students at two diverse institutions on a simulation intervention; medical students’ nuanced views have historically been overlooked in medical educational interventions and are useful for medical educators to guide their practice.

Fourth-year Birmingham and Aston medical students undertake a psychiatric simulation session. This high-fidelity session, which students undertake in pairs with the others observing, is on a simulated inpatient psychiatric ward with an actor as the simulated patient and facilitators as a psychiatric nurse and as senior support via telephone. One of the cases contained co-occurring mental and physical health problems. The researcher conducted the debrief of this case using a supplementary topic guide. These debriefs were recorded, transcribed and anonymised. A grounded thematic analysis of the resultant transcripts was then conducted.

Twelve debriefs were conducted involving 110 students. Grounded thematic analysis of transcripts resulted in three overriding themes: Using previous simulation experience, Recognising and managing feelings, and View of Psychiatry.

The findings of this thematic analysis inform medical educators on how students respond and explain their responses to managing co-occurring physical and mental health problems in simulated psychiatric settings. The resultant discussion of these themes explores potential explanations for these responses, providing insights into how medical educators, especially within psychiatry, could better ensure that graduating medical students can manage complexity and uncertainty on qualification and increase awareness of the risk of diagnostic overshadowing, especially in the psychiatric patient population.

Suicide remains a leading cause of death among young adults in the UK, and junior doctors are frequently involved in the early assessment of suicide risk across clinical settings. This study aimed to examine the extent to which undergraduate medical education in the UK prepares students for suicide risk assessment at graduation, and to identify gaps between expected competencies and reported preparedness.

A structured literature and policy review was conducted using UK-based sources published between 2010 and 2025. Databases included PubMed and Google Scholar, alongside national guidance from the General Medical Council and the Royal College of Psychiatrists. Eligible sources addressed undergraduate medical education, suicide prevention training, curriculum structure, assessment methods, or student preparedness. Evidence was synthesised thematically, focusing on curriculum coverage, skills-based teaching, supervised clinical exposure, assessment, and reported confidence in suicide risk assessment. This work did not involve patients or service users and did not require ethical approval.

The review identified substantial variability in undergraduate training for suicide risk assessment across UK medical schools. While national outcomes frameworks emphasise competence in mental health assessment, suicide risk training is often deliveredinconsistently, with limited protected curriculum time. Common gaps included insufficient skills-based practice, limited supervised exposure to suicide risk assessments during clinical placements, and minimal formal assessment or structured feedback. Across studies, graduating students frequently reported low confidence in conducting suicide risk assessments independently, despite recognising its importance in clinical practice. Where structured, longitudinal teaching was embedded, students demonstrated greater confidence and perceived preparedness.

Undergraduate training for suicide risk assessment in UK medical schools remains variable and frequently insufficient. Greater alignment between national competency expectations and local curriculum delivery is required. Embedding structured, assessed, and longitudinal suicide risk education, supported by supervised clinical exposure and feedback, may improve graduate preparedness, clinician confidence, and patient safety. Strengthening undergraduate education in this area represents a feasible and high-impact opportunity to support earlier identification of suicide risk and safer clinical care.

Simulation training is a type of experiential learning where individuals practice skills and decision-making in a safe, artificial environment that mirrors real-world scenarios.Transition points in medical careers, such as the step up from Core to Specialty Training in Psychiatry, are often viewed in a negative anticipatory fashion by doctors about to undertake a role change. A simulated workshop was created, with the aim to support Core Psychiatry Trainees (CTs) to develop their confidence in acting as the Specialty Registrar (SpR).

A pilot session was delivered at an Oxleas local Core Trainee teaching day. CTs were requested to bring cases that they had previously discussed with a SpR when on-call. 20 trainees in attendance were split into four groups, each with a Registrar/Consultant facilitator. In each group, the more senior CTs were asked to role play as the SpR, with the junior CTs presenting their cases to them. Feedback was provided on the content and communication skills of the CTs discussing their cases, and on the management plans of the CTs acting as the SpR. Additionally, to add to the fidelity of the simulation, vignettes of common scenarios requiring SpR input out-of-hours had been pre-prepared and the CTs taking on the SpR role were also asked to provide their advice on these situations.

A QR code for a survey was displayed immediately after the session finished. 15 Core Trainees responded (~75% completion rate), with all CTs reporting that the workshop was useful and engaging. Moreover, there was a considerable increase in trainee confidence of taking on the role of a SpR following the simulation, although final confidence levels remained mixed. Participants fed-back that they liked the concept, the structure and interactiveness of the session, as well as the realism of the scenarios. Feedback from the facilitators also echoed that of the CTs.

This was a successful pilot workshop utilising simulation to increase the confidence of Core Psychiatry Trainees in stepping up to the role of a SpR. Ideas forimprovement include the addition of scenarios illustrating dilemmas regarding the use of the Mental Health Act, as well as the option of a debrief between CTs and SpRs following the class where any on-call concerns can be discussed. Given the strong positive response, further work will be undertaken to refine the simulation session, with the ambition to continue its delivery locally, alongside rolling it out regionally.

A community engagement programme can improve individuals’ mental health literacy and create awareness about mental health in communities. The conference aimed to reduce mental health stigma and improve mental health outcomes in the community.

The impact of the conference was mapped out by applying Theory of Change. They are input, which are resources including financial sponsorship and institutional support; expertise from leading psychiatrists in the UK, psychologists, researchers, practitioners, and individuals with lived experiences from a South Asian background. Keynotes were given by Professors Dinesh Bhugra, Nusrat Husain, and Subodh Dave. Engagement tools include a survey (N=42), sticky note messages (N=41), a data map, and a website (https://samhstigma.my.canva.site). Activities included 15 presentations, both in person and online. Outputs included hybrid delivery and participation (62 in-person, 13 online), recording of the conference, and a booklet with presenters’ profiles and a summary of their presentation.

Short-term outcomes include increased mental health literacy, awareness of the cultural dimension of stigma, attitudinal shift, and strengthened professional networking. Some medium-term outcomes included greater collaboration between institutions and the community, integration of lived experience voices into future research and practice, through ripple effects of awareness, increased help-seeking behaviour, and encouraging culturally sensitive approaches being adopted in clinical settings. Long-term outcomes included, at a personal, community, and institutional level, reducing stigma, access to mental health services improved for South Asians.

“Nothing About Us Without Us” can further strengthen the Theory of Change framework applied to the community engagement program. It aligns with the critical long-term impact, which is empowerment and inclusion. It makes community engagement more effective and relatable as it enhances credibility and authenticity. The principle suggests that people who are directly affected by an issue must be actively involved in making decisions, policies, and programmes about that particular issue. Bilateral learning is another principle that is integrated into the programme. It involves creating a two-way exchange of knowledge between the community and professionals, including psychiatrists, counselling therapists, advocates, and researchers. The community gains information about evidence-based strategies for mental health care.

In the future, community members can be included in co-designing the agenda for community engagement programmes. The conference format can further be made interactive by including a panel discussion where queries from the community are clarified by mentalhealth professionals, conducting a workshop on shared problem-solving, storytelling, and allocating time for questions and answers with people with lived experience, alongside reflections from the professionals.

Postgraduate psychiatry training varies globally in clinical competencies, patient exposure, trainee autonomy, and teaching methods. Teaching webinars can address gaps in training needs by facilitating knowledge and skills development, especially in low and middle-income countries. Having completed undergraduate medical training in developing countries and currently practicing psychiatry in the UK, the authors drew upon their direct experience of differing training structures to develop a webinar series. This series was delivered in collaboration with the British Pakistani Psychiatric Association (BPPA) to share key UK training curricula skills and workplace practices with international psychiatry resident doctors with an aim to further develop their clinical practice and improve patient care.

Seven interactive sessions covered reflective practice and Balint group principles, trauma-informed psychiatry, CBT frameworks, clinical skills (capacity and risk assessments) and ethical considerations of patient confidentiality and consent, designing research, audits, and quality improvement projects, and UK psychiatry career pathways, were delivered by UK-based doctors. Within one week of advertising through BPPA networks, 90 doctors from 19 countries applied (52.2% non-training, 47.8% trainees). Fifty participants were shortlisted based on expressions of interest. Post-series feedback was collected.

The survey response rate was 44%. The series received a mean rating of 4.59/5, with speaker line-up rated 4.55/5, accessibility 4.23/5, and topic relevance 4.68/5. Qualitative feedback reported sessions as highly informative, diverse in topic range, clinically relevant, and presenting concepts that were new to many participants, like Balint groups. Participants recommended more detailed sessions, increased case-based learning, pre-session access to slides and post-session recordings, and more focus on NHS-specific practices versus other healthcare systems. There was strong interest in future sessions with longer duration and increased frequency.

The feedback highlighted significant demand for accessible, high-quality psychiatric education. Topics like reflective practice and trauma-informed care, not universally integrated into existing curricula, generated particular interest. The positive response has motivated the authors to deliver similar initiatives for wider cohorts, incorporating participant feedback to enhance accessibility and educational impact. Such programmes offer structured educational platforms for early-career psychiatrists globally to access skills-focused learning opportunities, while facilitating cross-cultural exchange of psychiatric expertise. While traditional psychiatric education often overlooks cultural nuances in patient care, international collaboration among psychiatrists can improve patient outcomes and reinforce healthcare systems by fostering both cultural competence and cultural humility.

The Membership of the Royal College of Psychiatrists (MRCPsych) is a mandatory postgraduate qualification for progression in UK psychiatry training and is widely recognised internationally. International medical graduates make up over 40% of the UK psychiatry workforce. Given recent changes to recruitment processes and policies that prioritise UK medical graduates (UKMGs), it is important to examine motivations for pursuing MRCPsych among both UKMGs and IMGs.

This study aimed to examine motivations for pursuing the MRCPsych qualification among UKMG and IMG psychiatrists, and to explore perceived benefits and challenges among IMGs practising in the UK or Ireland, using a combination of quantitative and qualitative data.

A cross-sectional survey was conducted among participants attending an online psychiatry teaching programme for the Clinical Assessment of Skills and Competencies examination, delivered via the TresMentis platform by two MRCPsych qualified psychiatrists. Quantitative and qualitative data were collected using structured questions and free text responses. Of 169 responses received, 40 were excluded due to lack of consent, leaving 129 responses for analysis. Variables included country of practice, psychiatric experience, place of primary medical qualification, IMG status, motivations for pursuing MRCPsych, and experiences of working in the UK or Ireland. Qualitative responses were analysed thematically.

Of the 129 respondents, 47.3% were practising in the UK, with others based across South Asia, Africa, the Middle East and Southeast Asia. The majority were IMGs (86.0%), and most were early to mid-career psychiatrists. Common motivations for pursuing MRCPsych included career progression, improvement of psychiatric knowledge and skills, international mobility, and requirements for UK training progression. Qualitative analysis demonstrated clear differences between groups. UKMGs described MRCPsych as a necessary step within a linear UK training pathway. In contrast, IMGs viewed MRCPsych as a flexible and strategic qualification supporting diverse career trajectories, including progression outside formal UK training, recognition of prior experience, and opportunities across different healthcare systems. Among IMGs working in the UK or Ireland, positive experiences included structured training systems, while challenges included adapting to UK healthcare systems, communication barriers and understanding mental health legislation.

MRCPsych is not always pursued for the same reasons by UKMGs and IMGs.While UKMGs primarily undertake the qualification to meet mandatory requirements for progression within UK psychiatry training, IMGs regard MRCPsych as a desirable and versatile credential aligned with a broader range of career options. The desirability of MRCPsych has important implications for workforce planning, training design and recruitment strategies within UK psychiatry.