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dc.contributor.authorHawgood, Jacintaen_US
dc.contributor.authorKrysinska, Karolinaen_US
dc.contributor.authorIde, Naokoen_US
dc.contributor.authorDe Leo, Diegoen_US
dc.contributor.editorProfessor R. M. Hardenen_US
dc.date.accessioned2017-05-03T12:41:56Z
dc.date.available2017-05-03T12:41:56Z
dc.date.issued2008en_US
dc.date.modified2010-09-22T06:53:20Z
dc.identifier.issn0142159Xen_US
dc.identifier.doi10.1080/01421590701753542en_AU
dc.identifier.urihttp://hdl.handle.net/10072/22464
dc.description.abstractObjective: To determine the need and feasibility of developing a national suicide prevention (SP) curriculum for undergraduate medical students. Design: Exploratory study using semi-structured phone interviews and surveys. Data was obtained from ten (out of 15) Australian Medical Schools (AMS), 373 medical students from one Queensland medical school, and 24 Australian General Practitioners, between April and June, 2006. Results: Convergent views of AMS, medical students, and GPs revealed a high need and support for SP curricula, especially on skills-based education. Students who previously received SP education rated themselves significantly higher on skills-based SP abilities than those who had not. Over one-third of GPs had not received SP training from their universities (37.5%), yet 66% had experienced a case of suicide among their patients, and a third recorded on average a case of suicide every two years. The majority of students and GPs rated themselves as least competent on skills-based SP capabilities, yet rated these capabilities very high in importance for the medical profession. Whilst 80% of AMS provides some form of SP education, the quantity and quality of this is divergent. All AMS indicated support for a more uniformed SP curriculum, identified priority SP topics and delivery mechanisms, and 80% agreed to participate in a future piloting of a SP curriculum. Conclusions: SP curriculum may positively impact on student's perceived competency. Skills-based SP curricula were highly recommended to improve 'hands-on' assessment, intervention and management capabilities. Further consultation is required with all AMS to specify structure and resource needs for a national SP curriculum.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherInforma Health Careen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom287en_US
dc.relation.ispartofpageto295en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalMedical Teacheren_US
dc.relation.ispartofvolume30en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode321204en_US
dc.titleIs suicide prevention properly taught in medical schools?en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Health, Australian Institute for Suicide Research & Preventionen_US
gro.date.issued2008
gro.hasfulltextNo Full Text


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