Academic Psychiatry最新文献

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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 2024年12月

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

The Efficacy of the Psychiatry Clerkship in Developing Students' Comprehensive Clinical Skills. 精神病学实习在培养学生综合临床技能方面的功效。

IF 2.2 4区医学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Academic Psychiatry

Pub Date : 2024-11-07 DOI: 10.1007/s40596-024-02082-7

Jacob Ney, Charles Smoller, Jake Kwon, Suma Chand

Objective: This study investigates the impact of the psychiatry rotation in developing students' clinical skills that are applicable across various medical specialties.

Methods: Medical students at Saint Louis University completed the same survey before and after completing a 3½-week psychiatry rotation. Students rated 18 statements on a Likert scale. Statements were grouped into six categories to assess students' confidence in (1) managing medical issues of psychiatric patients, (2) addressing injurious behaviors, (3) gathering a clinical history, (4) de-escalating crises, (5) self-regulating emotions, and (6) empathizing with patients. Students' pre- and post-survey numerical responses were added within the six categories and compared using paired t-tests.

Results: Forty-three students completed both the pre-clerkship and post-clerkship surveys. For all six clinical skills categories, post-survey composite scores significantly increased. Managing medical complaints had a 7-point median score increase. Addressing injurious behavior had a 3-point median increase. Gathering a clinical history had a 4-point median increase. De-escalating crises had a 4-point median increase. Emotional self-regulation had a 2-point median increase. Empathizing with patients had a 2-point median increase. All six paired t-tests between pre- and post-surveys showed p-values < 0.001, indicating subjective improvement in students' performance for each clinical competency.

Conclusion: The psychiatry rotation effectively increased medical students' perceived acquisition of essential clinical skills. These competencies, including gathering a history, emotionally self-regulating, and de-escalating crises, apply to nearly all medical specialties. Further research is needed to investigate which specific opportunities helped students develop these skills and the broader strengths of the psychiatry clerkship.

目的本研究调查了精神病学轮转对培养学生临床技能的影响，这些技能适用于不同的医学专业：方法：圣路易斯大学的医学生在完成为期 3 周半的精神病学轮转前和轮转后填写了相同的调查问卷。学生用李克特量表对 18 个陈述进行评分。这些陈述被分为六类，以评估学生在以下方面的信心：（1）处理精神病患者的医疗问题；（2）处理伤害行为；（3）收集临床病史；（4）缓和危机；（5）自我调节情绪；（6）与患者共情。学生在调查前和调查后对六个类别的数字回答相加，并通过配对 t 检验进行比较：43名学生完成了实习前和实习后的调查。在所有六个临床技能类别中，实习后调查的综合得分都有显著提高。处理医疗投诉的得分中位数提高了 7 分。处理伤害行为的中位数分数提高了 3 分。收集临床病史的中位数增加了 4 分。缓解危机的中位数增加了 4 分。情绪自我调节的中位数增加了 2 分。与病人共情的中位数增加了 2 分。前后调查之间的六次配对 t 检验均显示 p 值结论：精神病学轮转有效地提高了医学生对基本临床技能的掌握程度。这些能力包括收集病史、情绪自我调节和化解危机，几乎适用于所有医学专业。需要进一步研究哪些具体机会有助于学生发展这些技能，以及精神病学实习的更广泛优势。

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