Pub Date : 2024-10-02DOI: 10.1007/s40596-024-02060-z
Rashi Aggarwal, Lia A. Thomas, Enrico G. Castillo, Richard Balon, Mary K. Morreale, John Coverdale, Adam M. Brenner
{"title":"Is It Time to Rethink Psychiatry Residency Training? Part IV: The Answer Is Yes!","authors":"Rashi Aggarwal, Lia A. Thomas, Enrico G. Castillo, Richard Balon, Mary K. Morreale, John Coverdale, Adam M. Brenner","doi":"10.1007/s40596-024-02060-z","DOIUrl":"10.1007/s40596-024-02060-z","url":null,"abstract":"","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":"48 5","pages":"416 - 419"},"PeriodicalIF":2.2,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142360928","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 : 2024-09-30DOI: 10.1007/s40596-024-02056-9
Suha M Althubaiti, Nouf S Alharbi, Alaa Althubaiti, Amal Alzahrani, Sajida Agha
Objective: The objective of this study was to describe medical students' learning styles and locus of control (LOC) and to determine their association with academic achievement.
Methods: A cross-sectional study was performed at a health science university in Saudi Arabia. A sample of 158 medical students completed Kolb's learning style and locus of control scales. The authors measured academic achievement by grade point average (GPA) and collected demographic characteristics.
Results: Most students' learning styles were classified as convergent (51.3%), whereas the rest adopted divergent (23.4%), accommodative (18.4%), and assimilative (7%) styles. Analysis revealed that students with a lower LOC tend to have higher GPAs than those with a higher LOC. However, no association was found between Kolb's learning styles and LOC or GPA.
Conclusions: The findings of this study provide educators with essential insights into factors that enhance students' academic achievements. We conclude that locus of control plays a crucial role in academic success. Medical educators should consider diverse student learning styles to adopt appropriate teaching methods that meet students' needs, ultimately improving educational practices and outcomes in medical education.
研究目的本研究旨在描述医科学生的学习风格和控制点（LOC），并确定它们与学业成绩的关系：在沙特阿拉伯的一所健康科学大学开展了一项横断面研究。158 名医科学生完成了科尔布的学习风格和控制位置量表。作者通过平均学分绩点（GPA）测量了学习成绩，并收集了人口统计学特征：结果：大多数学生的学习风格被归类为聚合型（51.3%），而其余学生则采用发散型（23.4%）、迁就型（18.4%）和同化型（7%）。分析表明，LOC 较低的学生的 GPA 往往高于 LOC 较高的学生。然而，在科尔布学习风格与LOC或GPA之间没有发现任何关联：本研究的结果为教育工作者提供了有关提高学生学业成绩的因素的重要见解。我们得出的结论是，自我控制在学业成功中起着至关重要的作用。医学教育工作者应考虑学生的不同学习风格，采取适当的教学方法满足学生的需求，最终改善医学教育的教学实践和成果。
{"title":"Locus of Control, Learning Styles, and Academic Achievement of Saudi Pre-professional Medical Students: A Cross-sectional Study.","authors":"Suha M Althubaiti, Nouf S Alharbi, Alaa Althubaiti, Amal Alzahrani, Sajida Agha","doi":"10.1007/s40596-024-02056-9","DOIUrl":"https://doi.org/10.1007/s40596-024-02056-9","url":null,"abstract":"<p><strong>Objective: </strong>The objective of this study was to describe medical students' learning styles and locus of control (LOC) and to determine their association with academic achievement.</p><p><strong>Methods: </strong>A cross-sectional study was performed at a health science university in Saudi Arabia. A sample of 158 medical students completed Kolb's learning style and locus of control scales. The authors measured academic achievement by grade point average (GPA) and collected demographic characteristics.</p><p><strong>Results: </strong>Most students' learning styles were classified as convergent (51.3%), whereas the rest adopted divergent (23.4%), accommodative (18.4%), and assimilative (7%) styles. Analysis revealed that students with a lower LOC tend to have higher GPAs than those with a higher LOC. However, no association was found between Kolb's learning styles and LOC or GPA.</p><p><strong>Conclusions: </strong>The findings of this study provide educators with essential insights into factors that enhance students' academic achievements. We conclude that locus of control plays a crucial role in academic success. Medical educators should consider diverse student learning styles to adopt appropriate teaching methods that meet students' needs, ultimately improving educational practices and outcomes in medical education.</p>","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142339025","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 : 2024-09-27DOI: 10.1007/s40596-024-02057-8
Max Brenner, Amy Schmidt-Brenner
Objective
Given mental health workforce shortages, academic psychiatry departments have a compelling interest in developing pipeline programs. This article examines a pilot program for high school students within an academic psychiatry department, assessing whether it successfully informs students about mental health career options and increases their interest in them.
Methods
The authors recruited all program participants in 2022 and 2023 during data collection. The program served as an intervention, teaching participants about mental health career options, clinical practice, and client experiences via presentations from psychiatrists and other mental health professionals. Participants completed a pretest at the start of the two-week program and a posttest at the end. On both the pretest and posttest, participants rated their agreement with 22 statements relating to mental health career knowledge, attitudes, and interest. The authors analyzed the data using dependent means t tests.
Results
The program increased participants’ knowledge of the roles and paths to pursuing different mental health careers. It also increased participants’ belief that they could pursue a mental health career. The program improved some but not all measured attitudes toward mental health and mental health careers. In 2023, the program increased participants’ likelihood of pursuing a mental health career.
Conclusions
A pipeline program for underserved high school students delivered by an academic psychiatry department is feasible, and it was effective in changing attitudes and increasing the likelihood of pursuing a mental health career.
目的：考虑到心理健康人才的短缺，精神病学学术部门有必要制定输送计划。本文研究了一个精神病学学术部门针对高中生开展的试点项目，评估该项目是否成功地让学生了解了心理健康职业的选择，并提高了他们对这些选择的兴趣：在数据收集期间，作者于 2022 年和 2023 年招募了所有项目参与者。该项目作为一项干预措施，通过精神科医生和其他心理健康专业人士的介绍，向参与者传授有关心理健康职业选择、临床实践和客户经验的知识。参与者在为期两周的课程开始时完成一次前测，在课程结束时完成一次后测。在前测和后测中，参与者对与心理健康职业知识、态度和兴趣有关的 22 项陈述的同意程度进行评分。作者使用因变量 t 检验对数据进行了分析：结果：该计划增加了参与者对不同心理健康职业的角色和追求途径的了解。该计划还增强了参与者从事心理健康职业的信念。该计划改善了一些人对心理健康和心理健康职业的态度，但不是所有的态度。2023 年，该计划提高了参与者从事心理健康职业的可能性：由精神病学学术部门为未得到充分服务的高中生提供的管道项目是可行的，它能有效地改变学生的态度，并提高他们从事心理健康职业的可能性。
{"title":"Inspiring Careers in Mental Health: Piloting a Pipeline Program for Underserved High School Students","authors":"Max Brenner, Amy Schmidt-Brenner","doi":"10.1007/s40596-024-02057-8","DOIUrl":"10.1007/s40596-024-02057-8","url":null,"abstract":"<div><h3>Objective</h3><p>Given mental health workforce shortages, academic psychiatry departments have a compelling interest in developing pipeline programs. This article examines a pilot program for high school students within an academic psychiatry department, assessing whether it successfully informs students about mental health career options and increases their interest in them.</p><h3>Methods</h3><p>The authors recruited all program participants in 2022 and 2023 during data collection. The program served as an intervention, teaching participants about mental health career options, clinical practice, and client experiences via presentations from psychiatrists and other mental health professionals. Participants completed a pretest at the start of the two-week program and a posttest at the end. On both the pretest and posttest, participants rated their agreement with 22 statements relating to mental health career knowledge, attitudes, and interest. The authors analyzed the data using dependent means <i>t</i> tests.</p><h3>Results</h3><p>The program increased participants’ knowledge of the roles and paths to pursuing different mental health careers. It also increased participants’ belief that they could pursue a mental health career. The program improved some but not all measured attitudes toward mental health and mental health careers. In 2023, the program increased participants’ likelihood of pursuing a mental health career.</p><h3>Conclusions</h3><p>A pipeline program for underserved high school students delivered by an academic psychiatry department is feasible, and it was effective in changing attitudes and increasing the likelihood of pursuing a mental health career.</p></div>","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":"48 6","pages":"593 - 597"},"PeriodicalIF":2.2,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142339024","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 : 2024-09-27DOI: 10.1007/s40596-024-02058-7
Donald Egan, Kala J. Bailey, Samir Abu-Hamad, Zachary Kennedy, Rachel Beck, Brittany K. Karlay, Joshua Hubregsen
{"title":"A Model for Formal Residency Training in Interventional Psychiatry","authors":"Donald Egan, Kala J. Bailey, Samir Abu-Hamad, Zachary Kennedy, Rachel Beck, Brittany K. Karlay, Joshua Hubregsen","doi":"10.1007/s40596-024-02058-7","DOIUrl":"10.1007/s40596-024-02058-7","url":null,"abstract":"","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":"48 5","pages":"431 - 435"},"PeriodicalIF":2.2,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142339022","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 : 2024-09-27DOI: 10.1007/s40596-024-02061-y
Emily M. Hawes, Lori Rodefeld, Shweta Pathak, Brianna Lombardi, Carlyle Chan, Daniel E. Elswick
{"title":"Correction: Rural and Underserved Graduate Medical Education: A Strategy for Aligning Psychiatry Training with Population Needs","authors":"Emily M. Hawes, Lori Rodefeld, Shweta Pathak, Brianna Lombardi, Carlyle Chan, Daniel E. Elswick","doi":"10.1007/s40596-024-02061-y","DOIUrl":"10.1007/s40596-024-02061-y","url":null,"abstract":"","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":"48 5","pages":"546 - 546"},"PeriodicalIF":2.2,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142339023","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 : 2024-09-24DOI: 10.1007/s40596-024-02051-0
Gary Duncan, Megan B. Schabbing, Brad Gable
Objectives
Hands-on de-escalation training has been recommended for patient-facing emergency department staff by the Occupational Safety and Health Administration. Additionally, simulation-based learning has been shown to be effective at improving staff knowledge and management of agitated patients. The objective of this study was to evaluate the impact of a multidisciplinary education session on staff knowledge and confidence in verbal de-escalation and violent restraint use, in the clinical environment in an urban emergency department.
Methods
A 90-min mixed didactic and standardized patient encounter educational course with formal debriefing was developed. Learners included nurses, patient support associates, paramedics, and protective services officers from an urban emergency department. Data was obtained from standardized surveys. Lastly, changes to the clinical environment that occurred because of the educational intervention were captured.
Results
A total of 117/136 emergency department staff members (86%) completed the de-escalation training. Improved confidence (> 90% agree/strongly agree) in all learning objectives was reported immediately after training and maintained after 6 months. Additionally, the rate of violent restraint use trended down after intervention. Multiple hospital policies, including alterations to physical environment, arrival process, and communication, were enacted as a result of staff feedback during the education.
Conclusion
A multidisciplinary simulation-based educational course was successful in improving learner confidence in management and de-escalation of agitated patients. This education also led to changes in the clinical environment within the emergency department.
{"title":"Multidisciplinary Simulation-Based Verbal De-escalation Training Improves Staff Knowledge and Clinical Environment in an Urban Emergency Department","authors":"Gary Duncan, Megan B. Schabbing, Brad Gable","doi":"10.1007/s40596-024-02051-0","DOIUrl":"10.1007/s40596-024-02051-0","url":null,"abstract":"<div><h3>Objectives</h3><p>Hands-on de-escalation training has been recommended for patient-facing emergency department staff by the Occupational Safety and Health Administration. Additionally, simulation-based learning has been shown to be effective at improving staff knowledge and management of agitated patients. The objective of this study was to evaluate the impact of a multidisciplinary education session on staff knowledge and confidence in verbal de-escalation and violent restraint use, in the clinical environment in an urban emergency department.</p><h3>Methods</h3><p>A 90-min mixed didactic and standardized patient encounter educational course with formal debriefing was developed. Learners included nurses, patient support associates, paramedics, and protective services officers from an urban emergency department. Data was obtained from standardized surveys. Lastly, changes to the clinical environment that occurred because of the educational intervention were captured.</p><h3>Results</h3><p>A total of 117/136 emergency department staff members (86%) completed the de-escalation training. Improved confidence (> 90% agree/strongly agree) in all learning objectives was reported immediately after training and maintained after 6 months. Additionally, the rate of violent restraint use trended down after intervention. Multiple hospital policies, including alterations to physical environment, arrival process, and communication, were enacted as a result of staff feedback during the education.</p><h3>Conclusion</h3><p>A multidisciplinary simulation-based educational course was successful in improving learner confidence in management and de-escalation of agitated patients. This education also led to changes in the clinical environment within the emergency department.</p></div>","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":"48 6","pages":"603 - 607"},"PeriodicalIF":2.2,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142339026","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 : 2024-09-23DOI: 10.1007/s40596-024-02036-z
Krzysztof Krysta, Rachael Cullivan, Andrew Brittlebank, Jozef Dragasek, Marc Hermans, Sladjana Strkalj Ivezics, Nicoletta van Veelen, Marisa Casanova Dias
{"title":"Artificial Intelligence in Healthcare and Psychiatry.","authors":"Krzysztof Krysta, Rachael Cullivan, Andrew Brittlebank, Jozef Dragasek, Marc Hermans, Sladjana Strkalj Ivezics, Nicoletta van Veelen, Marisa Casanova Dias","doi":"10.1007/s40596-024-02036-z","DOIUrl":"https://doi.org/10.1007/s40596-024-02036-z","url":null,"abstract":"","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142306919","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}
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