Academic Psychiatry最新文献

Objective: Application review is a lengthy time commitment. The objective of this study is to retrospectively compare the list of recommended applicants as generated by two processes: (1) faculty holistic review and (2) keyword search via Thalamus Cortex, residency application management software, to see how much overlap exists between the two strategies.

Methods: Faculty at the training program completed the traditional application review performed by manual, holistic review of each eligible application, and submitted scores on their top 10-15 applicants to the program director (PD). The PD and associate program director (APD) input eight keywords into Cortex and sorted the applications by total keyword count.

Results: There were 86 applicants selected for interview offers by holistic review, the typical process at this program. A second list of 86 applicants was generated by selecting those receiving the highest number of keywords, taking < 1 h to create. Applicants on both lists were compared; the authors found that 17 (19.8%) applicants appeared on both lists. Within the top ten applicants based on keyword count, three (30%) had been identified through holistic review.

Conclusions: Although the keyword process took substantially less time, the percentage agreement is still low. The authors will not move to the keyword method for the next application season; however, they do plan to continue to refine the keywords and compare percent agreement in future years. By closely re-reviewing applicants who score highly on keyword search, this second process can supplement the manual holistic review.

Objective: Simulation-based learning replicates real clinical events to provide an interactive learning experience. This allows training doctors to develop skills to manage complex scenarios or emergencies in a safe and containing environment. Many house officers report a lack of confidence in managing emergencies on a psychiatric ward. This study evaluates whether simulation-based learning provided at the start of the psychiatric placement increases the confidence of house officers managing emergencies in a psychiatric setting.

Method: Simulation-based learning was developed and implemented for house officers beginning their psychiatric rotation. Three scenarios were developed with psychiatric trainees. These were managing a non-fatal hanging, non-suicidal self-injury, and olanzapine pamoate post-injection syndrome. Training was evaluated with a mixed methods approach.

Results: Twenty-three house officers participated in simulation-based learning. After completing the training, participants were significantly more confident managing olanzapine pamoate post-injection syndrome (p < 0.001), non-suicidal self-injury (p < 0.001), and a non-fatal hanging (p < 0.001). Participants reported that simulations were effective because the scenarios were realistic, and the simulation was an immersive experience. They valued the opportunity to practice with the equipment and the focus on both physical and psychological components in the scenarios. The experience was more impactful because simulations were done alongside peers in a safe and contained training environment.

Conclusion: Simulation-based learning was acceptable and increased the confidence of house officers managing emergencies in a psychiatric setting. Simulation-based learning can potentially improve the quality of care provided in psychiatric hospitals and the preparedness of new doctors entering these work environments.