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Enhancing Resident Education and Expanding Care with Group Medical Visits/Shared Medical Appointments. 通过集体就诊/共同就诊,加强住院医师教育并扩大护理范围。
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-04 DOI: 10.1007/s40596-024-02034-1
Sagar V Parikh, Danielle S Taubman, Jennifer Severe, Stephen Thompson
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引用次数: 0
Evaluation and Feedback in Psychiatric Training: A Non-Traditional Medical Student's Perspective. 精神病学培训中的评估与反馈:非传统医科学生的视角。
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-28 DOI: 10.1007/s40596-024-02038-x
Anthony Jun Ki Jeong
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引用次数: 0
Exploring Perceived Bias at Psychiatry Grand Rounds. 探索精神病学大讨论中的认知偏差。
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-28 DOI: 10.1007/s40596-024-02033-2
Tanya MacLeod, Kimberley Good, Owen Connolly, Mandy Esliger, Cheryl Murphy, Lara Hazelton
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引用次数: 0
Preparing Residents to Combat the Opioid Epidemic: Insights from a Peer-Led Addictions Course. 让住院医师做好应对阿片类药物流行的准备:从同伴指导的成瘾课程中获得的启示。
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-26 DOI: 10.1007/s40596-024-02032-3
Evan J Kyzar, Nasir H Naqvi, Melissa R Arbuckle
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引用次数: 0
Trends in Individual Career Development Awards from National Institutes of Health to Physicians in Departments of Psychiatry (2013-2022). 美国国立卫生研究院向精神病学系医生颁发个人职业发展奖的趋势(2013-2022 年)。
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-22 DOI: 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.

目的作者研究了美国国立卫生研究院(NIH)向精神病学教师(尤其是医生)颁发的个人职业发展奖励的趋势,并与其他部门进行了比较:我们获得了 2013 年至 2022 年间 33,392 项职业发展奖励的数据。我们研究了 46 个非精神病学系每年的平均获奖数量,以及精神病学系所有教职员工、医生和无博士学位医生的获奖数量。线性回归确定了职业发展奖项的数量是否随着时间的推移而增加,以及估计的斜率在非精神病学系的教职员工和其他群体之间是否存在差异:结果:10 年间,精神病学系共有 534 名教师获得了 NIH 个人职业发展奖(534/33,392 或 1.6%),其中有 118 名医生(22%)。随着时间的推移,其他系和精神病学系的获奖人数明显增加(估计斜率分别为 3.05 和 2.38),而且彼此间没有差异。然而,精神病学系的医生和没有博士学位的医生所获奖项的数量(估计斜率分别为 0.51 和 -0.07)却没有增加。精神病学系的医生和没有博士学位的医生的获奖人数没有增长,这与其他学系的获奖人数随着时间的推移而增长的情况有很大不同(均为 p 结论):美国国立卫生研究院(NIH)职业发展奖的数量在整个 NIH 和非医生教职员中都有所增加,但精神病学系的医生却没有增加。这些趋势引起了人们对从事学术研究的精神病学家未来的担忧。
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引用次数: 0
Psychobabble: A Preliminary Study of the Novel Educational Game to Teach Psychiatric Interviewing Techniques. Psychobabble:教授精神科访谈技巧的新颖教育游戏的初步研究。
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-19 DOI: 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。
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引用次数: 0
Fraud: A Growing Threat to Academia's Credibility. 欺诈:对学术界公信力的威胁与日俱增。
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-19 DOI: 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
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引用次数: 0
Evaluation of a Dialectical Behavior Therapy Didactic for Medical Trainees in an Acute Adolescent Inpatient Psychiatric Unit. 为急诊青少年精神病住院部的医学培训生提供的辩证行为疗法教学评估。
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-17 DOI: 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.

目的:辩证行为疗法(DBT)是一种针对自杀和情绪失调患者的循证治疗方法。越来越多的证据表明,DBT 可用于青少年精神病住院病房。在住院病房,大部分治疗都是由精神科实习生提供的,他们通常治疗经验有限。这项研究的目的是评估每周 1 小时的 DBT 培训对在儿童和青少年急性住院病房轮转的一系列医学实习生的影响:参与者包括 55 名医科学生、精神病学住院医师以及儿童和青少年精神病学研究员,他们在青少年住院部轮转,并参加了 1 小时的 DBT 讲座。其中一组参加了不到四节课,另一组参加了五节课或更多。我们采用前后对比的方法收集参与者对 DBT 的信心、能力和知识以及与有自杀倾向的青少年合作的数据:比较所有参与者的前后数据发现,DBT 培训对受训者的治疗舒适度、住院治疗期间治疗的优先级、DBT 知识、DBT 的舒适度以及治疗有自杀倾向的儿童和青少年的信心都有显著益处。受训者类型和培训剂量没有明显差异:本研究支持通过简短的 DBT 说教为各类受训者提供培训,从而改善青少年精神病住院部的治疗护理。
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引用次数: 0
It Is Never Too Late to Collaborate: Remaining Academically Productive at Career's End by Sustaining Adult Play. 合作永不嫌晚:通过维持成人游戏,在职业生涯结束时保持学术生产力。
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-15 DOI: 10.1007/s40596-024-02028-z
Jerald Kay, Joel Yager
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引用次数: 0
Lessons Learned: Saying Goodbye to Patients. 经验教训:与病人道别
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-15 DOI: 10.1007/s40596-024-02030-5
Mariam Rahmani, Michael Shapiro
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引用次数: 0
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Academic Psychiatry
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