# The new Foundation Programme Mental Health Curriculum: foundation doctors’ perceptions of its importance and their competency: pre–post psychiatric placement evaluation study

## TL;DR

This study evaluates how psychiatry placements affect foundation doctors' confidence and perceptions of mental health training in the UK.

## Contribution

The study introduces a pre–post evaluation of psychiatry placements using Kirkpatrick's framework to assess mental health competency development.

## Key findings

- Foundation doctors showed increased confidence in recognizing psychiatric disorders after placements.
- Small seminars and on-the-job teaching were preferred for mental health training.
- Qualitative feedback highlighted the need for context-specific teaching methods.

## Abstract

The new 2021 UK Foundation Programme Curriculum mandates foundation doctors to acquire mental health competencies. This study aimed to evaluate the effectiveness of psychiatry placements in facilitating competency attainment, foundation doctors’ perceived importance of acquiring these and their preferred teaching methods. Utilising Kirkpatrick's evaluation framework, the study employed a pre–post intervention design assessing the impact of psychiatry placements on 135 foundation doctors across three cohorts from August 2021 to March 2022.

Initially, foundation doctors assigned high importance to mental health competencies. Post-placements, this perceived importance improved slightly, whereas that of clinical skills scenarios slightly decreased. Significant confidence increases were observed in recognising and assessing specific psychiatric disorders. Foundation doctors favoured small seminar groups and on-the-job ad hoc teaching. Qualitative insights underscored the need for context-specific teaching.

Psychiatry placements enhance foundation doctors’ confidence and perceived importance of mental health competencies as specified by the curriculum. Addressing clinical scenario gaps through context-specific teaching and transferable skills development is essential. Customised teaching approaches, especially small seminars and ad hoc teaching, hold promise for effective mental health training.