Indian Journal of Psychological Medicine最新文献

Background: Rosenberg's Self-esteem Scale (RSES) has been widely used without proper translation, cultural adaptation, and testing psychometric properties in Indian studies. The study aimed to translate and culturally adapt the 10-item Rosenberg Self-esteem Scale into Hindi and find psychometric properties.

Material and methods: We have translated the scale using World Health Organization (WHO) guidelines. Using a cross-sectional design, the translated scale was administered to 143 undergraduate nursing students randomly selected. Content validity index (CVI) was used to assess content validity. Exploratory factor analysis (EFA) with principal axis factoring was used to estimate the construct validity. Cronbach's alpha (α) and intraclass correlation coefficient (ICC) were used to check internal consistency and test re-test reliability.

Results: The S-CVI for the Hindi RSES was 0.98. Kaiser-Meyer-Olkin (KMO) (=0.79), and Bartlette's test for sphericity was significant (χ ² = 425.06, df = 45, P < .001). EFA extracted three common factors, explaining 62.62% of the total variance. The factor loading of all items suggests a good representation of their underlying construct; all items >0.47, except item 1 (= -0.373). The test re-test, an ICC was r = 0.76 (P < .001), and Cronbach's alpha (α) after deletion of item 1 was 0.81, suggesting excellent reliability.

Conclusion: The Hindi Rosenberg self-esteem scale is a psychometrically tested scale to assess self-esteem in the Hindi-speaking adult population. These findings provide empirical judgment for using the translated Hindi RSES to measure self-esteem among the adult population. The authors recommend verifying the psychometric properties in a more extensive and varied population.

Background: The new competency-based medical education (CBME) curriculum presents an opportunity to address the many deficiencies in undergraduate (UG) psychiatry education in India. There are no published reports of such evaluations of psychiatry teaching programs based on the new CBME curriculum.

Methods: We performed a cross-sectional evaluation of the first clinical posting in psychiatry of the new CBME curriculum using the following metrics: clinical skills, knowledge, attitudes towards psychiatry, self-efficacy in performing the specific learning objectives (SLOs), and satisfaction with specific teaching-learning and assessment methods implemented.

Results: The mean knowledge score after the posting was significantly higher compared to the mean knowledge score at baseline (7.79 vs 5.45, p<0.001). The mean clinical skills score after the posting was 13.77 (0-20 range). Improvement was noted in the mean scores on all three sub-scales of the attitudes toward psychiatry scale. However, the improvement in scores was statistically significant only on the 'Stigma of Psychiatry' sub-scale. The mean scores on the items of the self-efficacy scale were between 63.41 and 77.73 (0-100 range). The mean scores on all items of the satisfaction scale were between 4 (somewhat satisfied) and 5 (very satisfied).

Conclusion: We have described an evaluation of the first clinical posting in psychiatry of the new CBME curriculum. The posting was effective in imparting knowledge and clinical skills and potentially bringing about favorable changes in the attitudes toward psychiatry among UG medical students. The students also perceived confidence in performing the SLOs and were satisfied with the teaching-learning methods and assessment methods implemented.

Background: India's landscape of sub/super-specialization courses is expanding rapidly. Numerous courses spanning various domains of psychiatry exist, and this trend is poised to continue its upward trajectory. We aimed to assess the need for sub/super-specialization courses in psychiatry in India and explore the structural components of the courses.

Methods: This was a cross-sectional study. A total of 142 psychiatrists/psychiatry residents from India were surveyed using an online questionnaire after approval from the Institutional Ethics Committee.

Results: "Good" and "intense" need for specialization courses was reported to be highest for child and adolescent psychiatry (68.3%), followed by addiction psychiatry (56.4%) and psychotherapy (55.6%). A 1-year post-doctoral fellowship was reported to be the most preferred course format. Practical examination was suggested to be the preferred summative assessment method for different course formats.

Conclusion: The availability of sub/super-specialization courses presents an opportunity to enhance psychiatrists' training in specific areas of interest. Offering a variety of course options enables psychiatrists to select the most suitable program based on their individual requirements and career goals.

Background: Electroconvulsive therapy (ECT) is a safe and effective treatment option for various psychiatric disorders. However, its widespread use is limited by prevalent negative attitudes and stigma, not only within the general public but also among healthcare professionals. This study aimed to develop and validate a workshop-based educational module, titled the "Basic Course in ECT," for medical students.

Methods: The curriculum development framework was used to develop the educational module. The content of the educational module was developed through expert consensus involving two rounds of the Delphi method. Faculty members provided feedback to validate the workshop content. A total 33 interns participated in the workshop. Student satisfaction was assessed using a feedback questionnaire.

Results: Eight content areas were identified through a literature review. The Delphi consensus with 15 experts resulted in 10 topics being incorporated into the educational module. The module demonstrated strong face validity, as indicated by a content validity index of 1. Participants expressed high satisfaction with the workshop module regarding content, teaching methods, and time allocation. Feedback indicated an improvement in knowledge and a positive attitude toward ECT.

Conclusions: The "Basic Course in ECT" was developed using expert consensus and validated for use with medical students. It can be integrated into the undergraduate curriculum.

Background: This review examines the historical developments, current state of training, existing challenges, and opportunities for undergraduate, postgraduate, and super specialty psychiatry education in India.

Methods: For this narrative review, we examined information from the published literature, along with key documents from the Indian Psychiatric Society, the National Medical Commission, and other relevant sources.

Conclusions: In India, psychiatry training has seen significant advancements since independence, particularly in the past decade, driven by the recommendations of the Indian Psychiatric Society and the introduction of competency-based medical education by the National Medical Commission. This transformation has redefined undergraduate and postgraduate training across all medical disciplines, including psychiatry. The shift has moved away from traditional, time-bound frameworks toward a focus on acquiring specific competencies essential for effective clinical practice. This approach ensures that trainees gain theoretical knowledge and develop practical skills and professional attitudes crucial for patient care. However, a major challenge highlighted in this review is the transition of senior residents to faculty roles without adequate training in teaching, research, academia, and leadership. Despite this, they are expected to excel in these areas upon assuming faculty positions. To address this gap, we emphasize the urgent need for a comprehensive faculty development program for early career faculty. Our proposed initiative aims to bridge these gaps and support the development of future leaders and educators in psychiatry. The recommendations outlined in this review seek to create a robust educational environment that will cultivate the next generation of psychiatrists in India.