title: Teaching psychiatry to undergraduates: peer-peer learning using a "GP letter".
abstract: OBJECTIVE
  The authors describe a novel peer-peer learning activity with medical students, encompassing a specialist psychiatrist-general practitioner (GP) dyadic interchange of letters, and a group discussion facilitated by a GP and a psychiatrist to enhance students' appreciation of the complexities of psychiatric assessment and formulation, emphasize the importance of the GP in the comprehensive longitudinal care of people with a mental illness, and improve students' written communication skills.
  
  
  METHODS
  Quantitative and qualitative methods were employed to evaluate the activity.
  
  
  RESULTS
  Twenty-eight fifth-year medical students undertook the learning activity; of these, 20 completed the questionnaires and 18 participated in the focus groups. Quantitative feedback was good, with most agreeing or strongly agreeing that the activity met the learning objectives. The qualitative outcomes suggested the students found the exercise relevant and useful in clarifying their communication style regarding a patient with a psychiatric problem.
  
  
  CONCLUSIONS
  The use of peer-peer learning using a "GP letter" can go some way towards meeting a number of teaching and learning challenges pertinent to psychiatry.
authors.affiliation: St. Vincent's Mental Health Service, Fitzroy, Victoria, Australia, David.CASTLE@svhm.org.au.
authors.forename: David
authors.initials: D
authors.lastname: Castle
authors.forename: Lena
authors.initials: L
authors.lastname: Sanci
authors.forename: Bridget
authors.initials: B
authors.lastname: Hamilton
authors.forename: Jeremy
authors.initials: J
authors.lastname: Couper
mesh_terms: D000328:Adult; D004504:Education, Medical, Undergraduate / Q000379:methods*; D058006:General Practice / Q000379:methods; D006801:Humans; D010379:Peer Group; D018794:Problem-Based Learning / Q000379:methods*; D015397:Program Evaluation; D011570:Psychiatry / Q000193:education*; D055815:Young Adult