{"id":35949,"date":"2016-01-06T15:48:59","date_gmt":"2016-01-06T14:48:59","guid":{"rendered":"https:\/\/blogs.bmj.com\/bmj\/?p=35949"},"modified":"2016-01-06T15:48:59","modified_gmt":"2016-01-06T14:48:59","slug":"george-gillett-medical-schools-should-teach-students-to-combat-disease-not-terrorism","status":"publish","type":"post","link":"https:\/\/blogs.bmj.com\/bmj\/2016\/01\/06\/george-gillett-medical-schools-should-teach-students-to-combat-disease-not-terrorism\/","title":{"rendered":"George Gillett: Medical schools should teach students to combat disease, not terrorism"},"content":{"rendered":"

\"george_gillett\"<\/a><\/p>\n

The winter holiday\u00a0is a busy time for medical students. In anticipation of another year of clinical rotations, we\u2019re faced with the annual onslaught of online training activities to prepare for our upcoming placements. These tasks invariably feature the relatively tedious topics so-cherished by our course organisers; health and safety, data protection, and manual handling. Yet this week, a rather unusual request landed in my inbox. I\u2019d been asked to learn how to spot a terrorist.<\/p>\n

The training, I was told, was mandatory for all medical students studying in the trust in which I\u2019d been placed, and was compiled by the government\u2019s Prevent<\/a> <\/em>counter-terrorism strategy.<\/p>\n

As well as equipping students with advice on how to report patients who are \u201cengaged in an ideology,\u201d the online tutorial promised to help us understand what a \u201cpotential terrorist looks and sounds like\u201d by using a series of case studies. First up was a 15 year old Muslim boy called Zayn, who (you guessed it) intended to travel to Syria to \u201chelp his brothers and sisters\u201d in their fight against the West. This was followed by a 34 year old Afghan asylum seeker called Geedi. Staff had found leaflets in his room featuring statements such as \u201cBeware the Kuffar.\u201d What the designers of this training module had lacked in nuance, they clearly hadn\u2019t made up for in originality.<\/p>\n

Yet it is not only the Prevent scheme\u2019s apparent willingness to engage in racial profiling<\/a> and tired stereotyping which makes its implementation in universities so worrying. As medical students, we were required to complete the Prevent training module before we\u2019d received any teaching on working with patients from minority ethnic or cultural backgrounds. Having received the majority of my medical education in the leafy suburbs of Middle England, these cases presented some of the first ethnic minority patients I had encountered since starting my degree. The message from our course organisers was clear; knowing a patient\u2019s faith or ethnic background has more use in recognising a terrorist than it does in understanding a patient\u2019s specific healthcare needs.<\/p>\n

However, perhaps the most startling aspect of the training was that we were being taught how to recognise traits of radicalisation before we\u2019d learnt the first thing about diagnosing psychosis. I don\u2019t make this comparison flippantly or for rhetorical impact; its ramifications are clear. The only terror attack on UK soil in the past two years was the tragic stabbing of three people at Leytonstone tube station in December. A media furore followed the event, with a wave of social media users denouncing the attacker as \u201cpure evil<\/a>.\u201d<\/p>\n

It wasn\u2019t until the days following the event that a more complex picture developed. The attacker, Muhaydin Mire, was not so much a political terrorist as he was a patient with a long-standing psychiatric history, suffering from a debilitating episode of psychosis. Speaking to Channel 4 News<\/a>, his family described the frustration they\u2019d experienced in trying to arrange a mental health assessment for him, just over a month before the events in Leytonstone. In the words of his brother; \u201che was seeing demons\u2026 we tried to get him help, we tried to call the local authority, but they did not help him because they said he [poses] no harm to other people or himself.\u201d Yet at the time this reality was largely ignored by the national media, which instead ran sensationalist headlines<\/a> linking the attacks to international terror groups such as ISIS.<\/p>\n

It is telling that the UK\u2019s only terror attack in 2015 was not a direct consequence of political or religious ideology. Rather, it resulted from both the authorities\u2019 failure to engage with a patient\u2019s psychiatric health needs, and society\u2019s wider insistence to consider terrorism first and mental health second. What is so dangerous about the implementation of Prevent in UK medical schools is that it encourages tomorrow\u2019s doctors to make the same mistake.<\/p>\n

George Gillett<\/strong> is a medical student and a graduate from Oxford University in cellular physiology and pharmacology. He\u2019s written for the <\/em>New Statesman, <\/em>The Independent,<\/em> The Spectator, <\/em>New Internationalist and Huffington Post. Follow him on Twitter @george_gillett<\/a><\/em><\/p>\n

Competing interests<\/strong>: None declared.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

The winter holiday\u00a0is a busy time for medical students. In anticipation of another year of clinical rotations, we\u2019re faced with the annual onslaught of online training activities to prepare for […]<\/p>\n

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