Academic Psychiatry最新文献

英文中文

Evaluation of an Interprofessional Educational Intervention in Mental Health and Intellectual and Developmental Disability for Health and Social Service Trainees 评估针对卫生和社会服务受训人员的心理健康与智力和发育障碍跨专业教育干预措施。

IF 2.2 4区医学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Academic Psychiatry

Pub Date : 2024-11-20 DOI: 10.1007/s40596-024-02063-w

Gabriel Tarzi, Anupam Thakur, Nicole Bobbette, Megan Pilatzke, Gill Lefkowitz, Kendra Thomson, Alicia Thatcher, Syeda Hasan, Adeen Fogle, Marissa Blake, Ann Hines, Yona Lunsky

Objective

Adults with intellectual and developmental disabilities (IDD) experience high rates of poor mental health and challenges accessing timely and high-quality services. There is limited interprofessional training on mental health care for this population.

Methods

A virtual, synchronous program based on the Project Extension for Community Healthcare Outcomes (ECHO) Ontario IDD Mental Health program was developed for health and social service trainees. Participants represented 10 disciplines across 12 Canadian university or college programs. The program was taught by a team of health and social service providers together with individuals with lived experience and included didactics and case-based discussions. Program evaluation utilized a pre-, post-, and 12-week follow-up survey design with feedback surveys following each session.

Results

Fifty participants registered for the program; 34 (68%) completed baseline measures and attended at least two sessions. Overall, participants reported high session satisfaction (average rating of 4.47 of 5). Participants demonstrated significant improvement in self-efficacy regarding communication (p < 0.001), management of mental health needs (p < 0.001), and working across systems (p < 0.001). Participants self-reported feeling more knowledgeable about common comorbidities (p < 0.001), assessing behavioral challenges (p < 0.001), the role of interdisciplinary professionals (p < 0.001), and community resources (p < 0.001). Improvements were maintained at follow-up across outcomes.

Conclusion

The pilot Project ECHO for health and social service trainees in adult IDD mental health demonstrated high participant satisfaction and positive impact on trainees’ self-efficacy and knowledge. Interprofessional educational interventions can be effectively implemented using virtual technology to teach about other mental health populations requiring multisector care.

目标：有智力和发育障碍（IDD）的成年人心理健康状况不佳的比例很高，在及时获得高质量服务方面也面临挑战。针对这一人群的心理健康护理跨专业培训非常有限：方法：根据社区医疗保健成果扩展项目（ECHO）安大略省 IDD 心理健康项目，为医疗和社会服务受训人员开发了一个虚拟同步项目。参与者来自加拿大 12 所大学或学院的 10 个学科。该计划由医疗和社会服务提供者团队与有生活经验的个人共同教授，包括教学和基于案例的讨论。课程评估采用了课前、课后和为期 12 周的跟踪调查设计，并在每节课后进行了反馈调查：50 名参与者注册了该计划；34 人（68%）完成了基线测量并至少参加了两次课程。总体而言，参与者对课程的满意度很高（平均分为 4.47 分（满分为 5 分））。参与者在沟通方面的自我效能感有了明显提高（P 结论："ECHO 项目 "是一项针对健康领域的试点项目：试点项目 "ECHO "针对成人 IDD 心理健康领域的卫生和社会服务受训人员，参与者满意度高，对受训人员的自我效能感和知识产生了积极影响。可以利用虚拟技术有效实施跨专业教育干预，教授其他需要多部门护理的精神健康人群。

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引用次数: 0

Utilizing Remote Learning to Address Gaps in Geriatric Psychiatry Education: A Novel Inter-Institutional Approach. 利用远程学习弥补老年精神病学教育的不足：一种新颖的机构间方法。

IF 2.2 4区医学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Academic Psychiatry

Pub Date : 2024-11-19 DOI: 10.1007/s40596-024-02086-3

Margaret S Hamilton, Juliana Fort, Henry Gerson, Katharine Brewster, Saumya Bhutani, Marinelly Martinez-Garri, Mehwish Hina, Mark Nathanson

引用次数: 0

Psychiatric Documentation in the 21st Century: A Trainee Perspective. 21 世纪的精神病学文档：学员视角。

IF 2.2 4区医学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Academic Psychiatry

Pub Date : 2024-11-19 DOI: 10.1007/s40596-024-02093-4

Andrew Lee

引用次数: 0

Developing an Advanced Practice Provider Skills Course in Consultation-Liaison Psychiatry 开发咨询-联络精神病学高级从业人员技能课程。

IF 2.2 4区医学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Academic Psychiatry

Pub Date : 2024-11-19 DOI: 10.1007/s40596-024-02089-0

Molly Howland, Liliya Gershengoren, Michael A. Strong, Hema Kher, Ashley K. Smith, Matthew McWeeny, Kristin Beizai

引用次数: 0

Evaluation of Integrative Medicine in Residency-Psychiatry Curriculum 评估住院医师-精神病学课程中的整合医学。

IF 2.2 4区医学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Academic Psychiatry

Pub Date : 2024-11-15 DOI: 10.1007/s40596-024-02090-7

Amelia Villagomez, Rajan Dunne, Audrey J. Brooks, Mei-Kuang Chen, Mari Ricker, Sophia Kang, Noshene Ranjbar

Objective

This study describes knowledge change, self-assessed confidence in providing integrative medicine approach, and respondents’ perspective on value and feasibility for the Integrative Medicine in Residency-Psychiatry (IMR-Psychiatry) curriculum, a 100-h elective offered during psychiatry training.

Methods

Residents/fellows completed pre-post Medical Knowledge tests and self-assessment instruments tracking self-rated confidence. Participants were also interviewed for feedback about their experience using a semi-structured design after completion of the program.

Results

Thirty-five of 37 (94.6%) participants completed all elective requirements. Items on the self-assessment instrument with the greatest positive pre-post change (p < 0.001) included ability to identify authoritative sources about botanicals (Cohen d = 2.15), effectively respond to patients’ questions regarding the use of herbs/supplements (Cohen d = 2.67), and interpret labels on nutraceuticals (Cohen d = 2.28). Mean score on the Medical Knowledge test (n = 30) increased from 64.7% correct at pretest to 81.6% at posttest. Responses tracking self-assessed confidence in providing an IM approach to address 18 common medical and psychiatric conditions all increased significantly pre to post (p < 0.001). Qualitative interviews provided important insights into challenges and recommendations for improvement, and all participants highly recommended the curriculum and found it feasible to complete during training.

Conclusion

The IMR-Psychiatry curriculum provides trainees skills that promote comprehensive person-centered care; as a tool to optimize patient care and safety while enhancing physician well-being, wider-spread incorporation of the curriculum into psychiatry residency programs would be beneficial.

目的：本研究描述了精神病学培训期间提供的 100 小时选修课--住院医师-精神病学中的整合医学（IMR-Psychiatry）课程的知识变化、提供整合医学方法的自评信心，以及受访者对其价值和可行性的看法：方法：住院医师/研究员完成前后医学知识测试和追踪自我信心的自我评估工具。结果：37 名住院医师/研究员中的 35 人（94.4%）在课程结束后接受了半结构式访谈，以了解他们对课程体验的反馈意见：结果：37 名学员中有 35 名（94.6%）完成了所有选修要求。结果：37 名参与者中有 35 人（94.6%）完成了所有选修要求：IMR-精神病学课程为学员提供了促进以人为本的全面护理的技能；作为优化患者护理和安全同时提高医生福利的工具，将该课程更广泛地纳入精神病学住院医师培训项目将是有益的。

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引用次数: 0

Reviewer Appreciation December 2024

IF 2.2 4区医学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Academic Psychiatry

Pub Date : 2024-11-13 DOI: 10.1007/s40596-024-02091-6

Adam M. Brenner

引用次数: 0

Embracing Vulnerability: Overcoming Impostor Syndrome in Medical Training 拥抱脆弱：克服医学培训中的冒名顶替综合症。

IF 2.2 4区医学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Academic Psychiatry

Pub Date : 2024-11-12 DOI: 10.1007/s40596-024-02074-7

Alvin F. Gordián Arroyo

引用次数: 0

Addressing Stigma in Inpatient Psychiatry: Culturally Inclusive Care for Middle Eastern and North African Patients. 解决精神科住院病人的污名化问题：为中东和北非病人提供文化包容性护理。

IF 2.2 4区医学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Academic Psychiatry

Pub Date : 2024-11-11 DOI: 10.1007/s40596-024-02085-4

Youssef Ahmed

引用次数: 0

Taught by a Robot: A Trainee Perspective on Artificial Intelligence in Medical School Education. 机器人授课：从受训者角度看医学院教育中的人工智能。

IF 2.2 4区医学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Academic Psychiatry

Pub Date : 2024-11-11 DOI: 10.1007/s40596-024-02081-8

Lily T Nguyen, Viet T Tran, Jessica T Tran, Navin S Oorjitham

引用次数: 0

Narratives of Mental Illness and Well-being: A 6-Week Course Aiming to Improve Medical Student Empathy and Resilience Through the Creative Arts. 精神疾病与幸福的叙事：为期六周的课程，旨在通过创造性艺术提高医学生的同理心和复原力。

IF 2.2 4区医学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Academic Psychiatry

Pub Date : 2024-11-11 DOI: 10.1007/s40596-024-02088-1

Charlotte Pierce, Jacob Appel, Timothy Rice

Objective: Narratives of mental illness and well-being are difficult to communicate in medical education. The arts convey these narratives and may strengthen medical student capabilities.

Methods: This study evaluated the efficacy of a 2021 6-week seminar-style course for medical students focused on five mental states through the lens of visual arts, film, and literature to impact student capabilities. Pre- and post-course administration of standardized rating scales, including the Jefferson Scale of Empathy Medical Students (JSE-S), the Groningen Reflection Ability Scale (GRAS), and the Connor-Davidson Resilience Scale (CD-RISC), measured course impact on medical student empathy, reflective functioning, and resiliency, respectively. Administration of these scales on a matched control group of students not enrolled in the course served for comparison.

Results: Pre- and post-course survey data demonstrates that the course improves at levels of statistical significance medical students' empathy (JSE-S score 77.50 SD = 15.76 improving to 93.80 SD 20.92, p = 0.0068, t = 4.19, df = 4) and resilience (CD-RISC score 65.83 SD = 14.36 improving to 78.60 SD = 10.92, p = 0.0137, t = 4.19, df = 4), but not reflective functioning (GRAS score 91 SD = 9.14 improving to 95.20 SD = 10.06, p = 0.1444, t = 1.81, df = 4). The control group showed no statistically significant differences pre- and post-course.

Conclusions: Limitations notwithstanding, this study suggests that the analysis of film, literature, and visual art may improve medical students' empathy and resilience. Future studies may explore reproducibility among larger sample sizes at differing institutions and curricula as well as downstream effects on patient care and well-being.

目的：在医学教育中，有关精神疾病和幸福的叙述很难传达。艺术可以传达这些叙事，并增强医学生的能力：本研究评估了 2021 年为医科学生开设的为期 6 周的研讨式课程的效果，该课程通过视觉艺术、电影和文学的视角聚焦五种精神状态，从而影响学生的能力。在课程前和课程后实施标准化评分量表，包括杰斐逊医学生移情量表（JSE-S）、格罗宁根反思能力量表（GRAS）和康纳-戴维森复原力量表（CD-RISC），分别测量课程对医学生移情能力、反思功能和复原力的影响。对未参加该课程的学生组成的匹配对照组实施这些量表进行比较：结果：课程前和课程后的调查数据显示，该课程对医学生移情能力（JSE-S 得分 77.50 SD = 15.76，提高到 93.80 SD 20.92，p = 0.0068，t = 4.19，df = 4）和恢复能力（CD-RISC 得分 65.83 SD = 14.36，提高到 78.60 SD = 10.92，p = 0.0137，t = 4.19，df = 4），但反映功能（GRAS 分数 91 SD = 9.14，提高到 95.20 SD = 10.06，p = 0.1444，t = 1.81，df = 4）没有提高。对照组在课程前后无明显统计学差异：尽管存在局限性，但本研究表明，对电影、文学和视觉艺术的分析可提高医学生的移情能力和应变能力。未来的研究可能会探讨不同院校和课程中更大样本量的可重复性，以及对病人护理和福祉的下游影响。

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引用次数: 0

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