Pub Date : 2024-09-04DOI: 10.1007/s40596-024-02034-1
Sagar V Parikh, Danielle S Taubman, Jennifer Severe, Stephen Thompson
{"title":"Enhancing Resident Education and Expanding Care with Group Medical Visits/Shared Medical Appointments.","authors":"Sagar V Parikh, Danielle S Taubman, Jennifer Severe, Stephen Thompson","doi":"10.1007/s40596-024-02034-1","DOIUrl":"https://doi.org/10.1007/s40596-024-02034-1","url":null,"abstract":"","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142131481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-28DOI: 10.1007/s40596-024-02038-x
Anthony Jun Ki Jeong
{"title":"Evaluation and Feedback in Psychiatric Training: A Non-Traditional Medical Student's Perspective.","authors":"Anthony Jun Ki Jeong","doi":"10.1007/s40596-024-02038-x","DOIUrl":"https://doi.org/10.1007/s40596-024-02038-x","url":null,"abstract":"","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142091408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-26DOI: 10.1007/s40596-024-02032-3
Evan J Kyzar, Nasir H Naqvi, Melissa R Arbuckle
{"title":"Preparing Residents to Combat the Opioid Epidemic: Insights from a Peer-Led Addictions Course.","authors":"Evan J Kyzar, Nasir H Naqvi, Melissa R Arbuckle","doi":"10.1007/s40596-024-02032-3","DOIUrl":"https://doi.org/10.1007/s40596-024-02032-3","url":null,"abstract":"","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142071725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-22DOI: 10.1007/s40596-024-02027-0
Joseph T Sakai, C Neill Epperson, Zoë Panchal, Diab Ali, Sorabh Singhal, Susan K Mikulich-Gilbertson
Objective: The authors examined trends of individual career development awards from the National Institutes of Health (NIH) to psychiatry faculty, especially physicians, in comparison to other departments.
Methods: Data were obtained on 33,392 career development awards from 2013 to 2022. We examined the number of awards each year averaged for 46 non-psychiatry departments, and for departments of psychiatry, the number of awards to all faculty, physicians, and physicians without a PhD. Linear regressions determined whether number of career development awards increased with time and if estimated slopes differed between faculty in non-psychiatry departments and other groups.
Results: In departments of psychiatry, 534 faculty received an NIH individual career development award during the 10-year period (534/33,392 or 1.6%), with 118 (22%) to physicians. The number of awards increased significantly over time for other departments and departments of psychiatry (estimated slopes of 3.05 and 2.38, respectively) and did not differ from one another. However, the number of awards to physicians and physicians without a PhD in departments of psychiatry (estimated slopes of 0.51 and - 0.07, respectively) have not increased. This lack of growth in awards for physicians and physicians without a PhD in departments of psychiatry differed significantly in comparison with the increase shown in awards to other departments over time (both p < 0.001).
Conclusions: The number of NIH career development awards has increased NIH-wide, and for non-physician faculty but not for physicians in departments of psychiatry. These trends raise concerns for the future of psychiatrists in academic research.
{"title":"Trends in Individual Career Development Awards from National Institutes of Health to Physicians in Departments of Psychiatry (2013-2022).","authors":"Joseph T Sakai, C Neill Epperson, Zoë Panchal, Diab Ali, Sorabh Singhal, Susan K Mikulich-Gilbertson","doi":"10.1007/s40596-024-02027-0","DOIUrl":"https://doi.org/10.1007/s40596-024-02027-0","url":null,"abstract":"<p><strong>Objective: </strong>The authors examined trends of individual career development awards from the National Institutes of Health (NIH) to psychiatry faculty, especially physicians, in comparison to other departments.</p><p><strong>Methods: </strong>Data were obtained on 33,392 career development awards from 2013 to 2022. We examined the number of awards each year averaged for 46 non-psychiatry departments, and for departments of psychiatry, the number of awards to all faculty, physicians, and physicians without a PhD. Linear regressions determined whether number of career development awards increased with time and if estimated slopes differed between faculty in non-psychiatry departments and other groups.</p><p><strong>Results: </strong>In departments of psychiatry, 534 faculty received an NIH individual career development award during the 10-year period (534/33,392 or 1.6%), with 118 (22%) to physicians. The number of awards increased significantly over time for other departments and departments of psychiatry (estimated slopes of 3.05 and 2.38, respectively) and did not differ from one another. However, the number of awards to physicians and physicians without a PhD in departments of psychiatry (estimated slopes of 0.51 and - 0.07, respectively) have not increased. This lack of growth in awards for physicians and physicians without a PhD in departments of psychiatry differed significantly in comparison with the increase shown in awards to other departments over time (both p < 0.001).</p><p><strong>Conclusions: </strong>The number of NIH career development awards has increased NIH-wide, and for non-physician faculty but not for physicians in departments of psychiatry. These trends raise concerns for the future of psychiatrists in academic research.</p>","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142034917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-19DOI: 10.1007/s40596-024-02026-1
Gabriella M Thiessen, Dean J Atkinson
Objective: This article details a novel intervention for teaching psychiatric interviewing techniques implemented at McGovern Medical School at UTHealth Houston.
Methods: Forty medical students played the newly developed educational game Psychobabble to enhance their assessment of auditory hallucinations. Pre-session and post-session surveys assessed students' inquiry methods, competence, training relevance, and exercise efficacy. Paired t-tests compared pre-session and post-session data. Qualitative analysis identified emergent themes from participant comments.
Results: There was an average increase of 12.11 questions between the estimated number of questions (mean = 9.57; SD = 6.00) and the actual number of questions formulated during the game (mean = 21.68; SD = 5.40; p < 0.01). There was a significant increase from the pre-session (mean = 1.82; SD = 0.97) to the post-session (mean = 3.72; SD = 0.76) self-reported competence levels, which more than doubled on average (p < 0.01).
Conclusion: The themes that emerged from the qualitative data demonstrate that Psychobabble encourages creativity, broadens assessment methods, has educational significance for learners, and may ultimately lead to improved patient care by enhancing the understanding and diagnosis of psychiatric symptomatology. Medical schools and residency training programs should consider incorporating educational games such as Psychobabble to enhance the interviewing techniques of trainees and their self-efficacy in these skills.
目的本文详细介绍了休斯顿UTHealth大学麦戈文医学院(McGovern Medical School at UTHealth Houston)实施的一项新颖的精神病学问诊技巧教学干预措施:方法:40 名医科学生玩了新开发的教育游戏 Psychobabble,以提高他们对幻听的评估能力。课前和课后调查评估了学生的探究方法、能力、培训相关性和练习效果。通过配对 t 检验比较了课前和课后数据。定性分析从参与者的评论中确定了新出现的主题:结果:估计的问题数量(平均值 = 9.57;标准差 = 6.00)与游戏过程中实际提出的问题数量(平均值 = 21.68;标准差 = 5.40;P)之间平均增加了 12.11 个问题:从定性数据中得出的主题表明,Psychobabble 鼓励创造性,拓宽了评估方法,对学习者具有教育意义,并可通过加强对精神症状的理解和诊断,最终改善对患者的护理。医学院校和住院医师培训项目应考虑将《Psychobabble》等教育游戏纳入其中,以提高受训者的面谈技巧及其对这些技巧的自我效能感。
{"title":"Psychobabble: A Preliminary Study of the Novel Educational Game to Teach Psychiatric Interviewing Techniques.","authors":"Gabriella M Thiessen, Dean J Atkinson","doi":"10.1007/s40596-024-02026-1","DOIUrl":"https://doi.org/10.1007/s40596-024-02026-1","url":null,"abstract":"<p><strong>Objective: </strong>This article details a novel intervention for teaching psychiatric interviewing techniques implemented at McGovern Medical School at UTHealth Houston.</p><p><strong>Methods: </strong>Forty medical students played the newly developed educational game Psychobabble to enhance their assessment of auditory hallucinations. Pre-session and post-session surveys assessed students' inquiry methods, competence, training relevance, and exercise efficacy. Paired t-tests compared pre-session and post-session data. Qualitative analysis identified emergent themes from participant comments.</p><p><strong>Results: </strong>There was an average increase of 12.11 questions between the estimated number of questions (mean = 9.57; SD = 6.00) and the actual number of questions formulated during the game (mean = 21.68; SD = 5.40; p < 0.01). There was a significant increase from the pre-session (mean = 1.82; SD = 0.97) to the post-session (mean = 3.72; SD = 0.76) self-reported competence levels, which more than doubled on average (p < 0.01).</p><p><strong>Conclusion: </strong>The themes that emerged from the qualitative data demonstrate that Psychobabble encourages creativity, broadens assessment methods, has educational significance for learners, and may ultimately lead to improved patient care by enhancing the understanding and diagnosis of psychiatric symptomatology. Medical schools and residency training programs should consider incorporating educational games such as Psychobabble to enhance the interviewing techniques of trainees and their self-efficacy in these skills.</p>","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141999262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-19DOI: 10.1007/s40596-024-02021-6
Richard Balon, Alan K Louie, Mary K Morreale, Andreea L Seritan, Anthony P S Guerrero, Lia Thomas, Rashi Aggarwal, Eugene V Beresin, Enrico G Castillo, John Coverdale, Adam M Brenner
{"title":"Fraud: A Growing Threat to Academia's Credibility.","authors":"Richard Balon, Alan K Louie, Mary K Morreale, Andreea L Seritan, Anthony P S Guerrero, Lia Thomas, Rashi Aggarwal, Eugene V Beresin, Enrico G Castillo, John Coverdale, Adam M Brenner","doi":"10.1007/s40596-024-02021-6","DOIUrl":"https://doi.org/10.1007/s40596-024-02021-6","url":null,"abstract":"","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141999261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-17DOI: 10.1007/s40596-024-02023-4
Deborah M Zlotnik, Alexandra Yoon, Michelle Harlan, Eleanor Mackey
Objective: Dialectical behavior therapy (DBT) is an evidence-based treatment for patients with suicidality and emotion dysregulation. There is increasing evidence of using DBT in psychiatric inpatient units for youth. On inpatient units, the majority of treatment is provided by psychiatry trainees, often with limited therapy experience. The study's objective was to assess the impact of a 1-h weekly DBT training for a range of medical trainees rotating through a child and adolescent acute inpatient unit.
Methods: Participants were 55 medical students, psychiatry residents, and child and adolescent psychiatry fellows who rotated on an inpatient unit for youth and participated in a 1-h DBT didactic. There was one group who attended less than four sessions and the other attended 5 or more sessions. A pre- and post-method design was used to collect data on participants' confidence, competence, and knowledge of DBT and working with suicidal youth.
Results: Comparing pre- and post-data for all participants, the DBT training was found to lead to significant benefits for trainees' comfort with therapy, prioritizing therapy during inpatient care, knowledge of DBT, comfort with DBT, and confidence in treating children and adolescents with suicidality. There were no significant differences in the type of trainee or dose of training.
Conclusion: This study supports the benefit of a brief DBT didactic to provide training to a wide range of trainees to improve therapeutic care in an inpatient psychiatric unit for youth.
{"title":"Evaluation of a Dialectical Behavior Therapy Didactic for Medical Trainees in an Acute Adolescent Inpatient Psychiatric Unit.","authors":"Deborah M Zlotnik, Alexandra Yoon, Michelle Harlan, Eleanor Mackey","doi":"10.1007/s40596-024-02023-4","DOIUrl":"https://doi.org/10.1007/s40596-024-02023-4","url":null,"abstract":"<p><strong>Objective: </strong>Dialectical behavior therapy (DBT) is an evidence-based treatment for patients with suicidality and emotion dysregulation. There is increasing evidence of using DBT in psychiatric inpatient units for youth. On inpatient units, the majority of treatment is provided by psychiatry trainees, often with limited therapy experience. The study's objective was to assess the impact of a 1-h weekly DBT training for a range of medical trainees rotating through a child and adolescent acute inpatient unit.</p><p><strong>Methods: </strong>Participants were 55 medical students, psychiatry residents, and child and adolescent psychiatry fellows who rotated on an inpatient unit for youth and participated in a 1-h DBT didactic. There was one group who attended less than four sessions and the other attended 5 or more sessions. A pre- and post-method design was used to collect data on participants' confidence, competence, and knowledge of DBT and working with suicidal youth.</p><p><strong>Results: </strong>Comparing pre- and post-data for all participants, the DBT training was found to lead to significant benefits for trainees' comfort with therapy, prioritizing therapy during inpatient care, knowledge of DBT, comfort with DBT, and confidence in treating children and adolescents with suicidality. There were no significant differences in the type of trainee or dose of training.</p><p><strong>Conclusion: </strong>This study supports the benefit of a brief DBT didactic to provide training to a wide range of trainees to improve therapeutic care in an inpatient psychiatric unit for youth.</p>","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141995081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-15DOI: 10.1007/s40596-024-02028-z
Jerald Kay, Joel Yager
{"title":"It Is Never Too Late to Collaborate: Remaining Academically Productive at Career's End by Sustaining Adult Play.","authors":"Jerald Kay, Joel Yager","doi":"10.1007/s40596-024-02028-z","DOIUrl":"https://doi.org/10.1007/s40596-024-02028-z","url":null,"abstract":"","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141987147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}