Showing papers in "Academic Psychiatry in 2007"

The American Academy of Child and Adolescent Psychiatry.

Abstract: These practice parameters describe the forensic the forensic evaluation of children and adolescent who have been physically or sexually abused. The recommendations are draw from guidelines have been published by various professional organizations and authors based on available scientific research and the current state of clinical practice. These parameters consider the clinical presentation of abused children, normative sexual behavior or children, interview techniques, the possibility of false statements, the assessment of credibility, and important forensic issues.

Psychosomatic Medicine: The Scientific Foundation of the Biopsychosocial Model

Abstract: This article presents major concepts and research findings from the field of psychosomatic medicine that the authors believe should be taught to all medical students The authors asked senior scholars involved in psychosomatic medicine to summarize key findings in their respective fields The authors provide an overview of the field and summarize core research in basic psychophysiological mechanisms—central nervous system/autonomic nervous system, psychoneuroimmunology, and psychoendocrinology—in three major disease states—cardiovascular, gastrointestinal, and HIV virus infections Understanding the core scientific concepts and research findings of psychosomatic medicine should provide medical trainees with a scientific foundation for practicing medicine within a biopsychosocial model of care

Deficiencies in Suicide Training in Primary Care Specialties: A Survey of Training Directors.

Abstract: Objective A high percentage of suicide victims have seen a primary care physician in the months before committing suicide. Thus, primary care physicians may play an important role in suicide prevention.

Peer Evaluation in a Clinical Clerkship: Students’ Attitudes, Experiences, and Correlations With Traditional Assessments

Abstract: The authors performed this study to determine whether clerkship peer evaluations, initiated as part of our “team-based learning” curriculum in 2002, correlated with other student performance measures and to determine what qualities students rate in their peer evaluations. The authors correlated peer evaluation scores with other student performance measures and performed a qualitative examination of student comments to assess reasons students gave for giving high and low scores. Peer evaluation scores correlated modestly with the National Board of Medical Examiners’ (NBME) subject test, in-class quiz, and clinical scores. Qualitative comments demonstrated that students made assessments based on three thematic areas: personal attributes, team contributions, and cognitive abilities. Peers’ evaluation scores modestly predict which students will perform well on other measures. However, there may be other qualities that are also important factors in peer evaluation. For example, most students value qualities of preparation and participation. Though students sometimes dislike peer evaluations, their assessments may enhance traditional course assessments and complement a comprehensive evaluation strategy.

Educating, training, and mentoring minority faculty and other trainees in mental health services research.

Abstract: Objective The authors describe the evolution of a novel national training program to develop minority faculty for mental health services research careers. Recruiting, training, and sustaining minority health professionals for academic research careers in mental health services research have proven challenging.

Encountering patient suicide: A resident's experience

Abstract: Objective The authors reviewed the current literature for psychiatry residents’ reactions to the suicide of a patient. This review also examines the responses of training programs to residents after such an incident.

Society for women in academic psychiatry: a peer mentoring approach.

Abstract: Objective Despite an increasing presence of women in medicine, the percentage of women in academic psychiatry remains low. At the University of California, Davis, women represent two-thirds of psychiatry residents; however, the percentage of female faculty is one-third. This article presents a novel approach to the academic gender gap problem.

Encountering Patient Suicide: Emotional Responses, Ethics, and Implications for Training Programs

Abstract: No life remains untouched by suicide. In the United States, there are more than 31,000 suicides each year, with a national rate of 11 deaths per 100,000 people. This is roughly double the death rate by homicide and by alcohol-induced deaths. In comparison with patterns related to physical illnesses, it is more than twice the rate of deaths each year by AIDS and brain cancer, the same death rate as ovarian cancer and pancreatic cancer, and half the death rate by breast cancer, pneumonia, and Alzheimer’s disease (1). The personal and intergenerational impact of suicide is immense, and the lost years of contribution by those who take their lives represent a tremendous, perhaps immeasurable loss to our society. As specialists in mental illnesses which are most highly associated with death by suicide, psychiatrists are called upon to provide distinct expertise and effective clinical services in relation to this highly significant public health issue. A corollary, then, is that academic psychiatrists must help prepare psychiatrists-intraining for the responsibility of caring for people at risk for suicide and learning how best to respond as a professional to the tragedy that suicide always is. In this issue, Fang et al. (2) reviewed the literature concerning residents’ experiences and psychiatry training program responses when a patient dies by suicide. One impetus for their review was a recognition that psychiatry residents are likely to experience the suicide of at least one patient during training, with estimates ranging from around 32% to 61% (3–8). Fang et al. noted that there are few studies informing residency training programs about how to prepare residents for the possibility of a patient’s suicide or about how to support residents afterward. One of their goals was to encourage the profession to develop guidelines to support residents in their work with suicidal patients and for managing the aftermath. Because of the importance we attributed to this topic,

Teaching Scholars Programs: Faculty Development for Educators in the Health Professions

Abstract: This article 1) provides an overview of formal Health Sciences Teaching Scholars Programs as presented in medical education literature and 2) presents information about an innovative multidiscipline Teaching Scholars Program. Health Sciences Teaching Scholars Programs and similar programs were reviewed in the medical education literature to identify similar and dissimilar characteristics. The WVU Teaching Scholars Program highlighted in this article is presented with a discussion of goals, objectives, target audiences, course length, session frequency, program topics, learning methods, and assessments of the programs. A summary of the WVU Teaching Scholars Program and two Teaching Scholars Programs at Mc-Gill University and the University of Toronto were presented at the Association for American Medical Colleges (AAMC) annual meeting in 2006 for input from the general medical education audience. Comparisons of Health Sciences Teaching Scholars Programs reveal that successful programs are uniquely shaped by their educational environments. Scholars report that they value learning new teaching methods and improving their educational careers. Teaching Scholars Programs are valuable for the development of enhancing both teaching and scholarship in Health Sciences Programs and must adapt to the uniqueness of their respective educational environments and must continue to nurture scholars beyond graduation.

Headspace theater: an innovative method for experiential learning of psychiatric symptomatology using modified role-playing and improvisational theater techniques.

Abstract: Objective Headspace Theater has been developed to allow small group learning of psychiatric conditions by creating role-play situations in which participants are placed in a scenario that simulates the experience of the condition.

A Pragmatic Approach to Teaching Psychiatry Residents the Assessment and Treatment of Religious Patients

Abstract: The authors descripe a pragmatic and atheoretical frameword for teaching psychiatry residents how to assess and treat religious patients. The psychiatrist’s goals in assessing the religious history are clarified. These goals differ between the assessment and treatment phases. During assessment, attention is paid to psychiatric phenomenology and careful history-taking utilizing knowledgeable outside informants. A framework is presented for engaging religious patients, fostering therapeutic alliance, avoiding pitfalls, and facilitating treatment within the patient’s religious context. Emphasizing knowledge of phenomenology and information gathering skills may be more effective than emphasizing broad knowledge of many religions, except for clinicians practicing within a particular religious community.

Psychiatry Residency Training Around the World

Abstract: Objective The authors compare and contrast psychiatry residency training in the United States to that in Canada and selected countries in South America, Europe, and Asia.

Smoking Cessation Delivered by Medical Students Is Helpful to Homeless Population

Abstract: Objective The authors pilot a smoking-cessation outreach for the homeless that extends medical students’ tobacco cessation education.

Training future generations of mental health researchers: devising strategies for tough times.

Abstract: Objective: The authors describe a junior faculty scholars program in a large academic department of psychiatry, designed to reduce attrition during the high-risk period of transition from post-doctoral fellowship to receipt of the first extramural research award. Method: Scholars receive 25% salary support for two years to enable their participation in a research survival skills practicum, mentored collection of pilot data, preparation of manuscripts for peer-reviewed publication, and submission of K23 and K01 proposals. Results: Of 22 junior faculty scholars appointed during the period of 1999–2004, 17 have submitted K award proposals. All were funded on either the first or second submission Conclusions: A program for junior faculty scholars can provide support for successfully navigating the critical and often difficult transition from post-doctoral fellowship to junior faculty. The program is expanding its efforts to assist K awardees in moving successfully along the developmental continuum (e.g., successful submission of R01, development of mentoring skills

UCSD’s Short-Term Research Training Programs for Trainees at Different Levels of Career Development

Abstract: Objective There is a critical need for new researchers in psychiatry, including subspecialties such as geriatric psychiatry. Many existing research training programs focus on post-doctoral-level trainees and involve several years of hands-on research with experienced mentors at major universities. Although valuable, such programs have some limitations in expanding the pool of investigators in specific areas. In this article, the authors describe several successful short-term research training programs.

Putting “Rural” Into Psychiatry Residency Training Programs

Abstract: Objective Evidence indicates disparities in the number of psychiatrists practicing in rural America compared to urban areas suggesting the need for a greater emphasis on rural psychiatry in residency training programs The authors offer suggestions for integrating a rural focus in psychiatry residency training to foster greater competency and interest in rural psychiatry

Developing the master educator: cross disciplinary teaching scholars program for human and veterinary medical faculty.

Abstract: At the University of California, Davis (UCD), the authors sought to develop an institutional network of reflective educational leaders. The authors wanted to enhance faculty understanding of medical education’s complexity, and improve educators’ effectiveness as regional/national leaders. The UCD Teaching Scholars Program is a half-year course, comprised of 24 weekly half-day small group sessions, for faculty in the School of Medicine and Veterinary Medicine. The program’s philosophical framework was centered on personal reflection to enhance change: 1) understanding educational theory to build metacognitive bridges, 2) diversity of perspectives to broaden horizons, 3) colleagues as peer teachers to improve interactive experiences and 4) reciprocal process oftesting theory and examining practice to reinforce learning. The authors describe the program development (environmental analysis, marketing, teaching techniques), specific challenges, and failed experiments. The authors provide examples of interactive exercises used to enhance curricular content. The authors enrolled 7–10 faculty per year, from a diverse pool of current and near-future educational leaders. Four years of Teaching Scholars participants were surveyed about program experiences and short/longer term outcomes. Twenty-six (76%) respondents reported that they were very satisfied with the course (4.6/5), individual curricular blocks (4.2–4.6), and other faculty (4.7). They described participation barriers/facilitators. Participants reported positive impact on their effectiveness as educators (100%), course directors (84%), leaders (72%) and educational researchers (52%). They described specific acquired attitudes, knowledge, and skills. They described changes in their approach to education/career changed based on program participation. Combining faculty from different educational backgrounds significantly broadened perspectives, leading to greater/new collaboration. Developing a cadre of master educators requires careful program planning, implementation, and program/participant evaluation. Based on participant feedback, our program was a success at stimulating change. This open assessment of programmatic strengths and weaknesses may provide a template for other medical institutions that seek to enhance their institutional educational mission.

Psychiatric Resident Education in Intellectual Disabilities: One Program’s Ten Years of Experience

Abstract: Objective The authors evaluated the confidence and willingness of resident graduates to treat individuals with intellectual disability (ID), following a residency rotation in developmental disability.

About the American College of Neuropsychopharmacology

Abstract: 7:00 am 7:00 pm Registration 8:00 am 10:00 am NPPR Plenary 10:30 am 12:30 pm The Opioid Crisis: What Solutions can Science Contribute? 12:30 pm 2:00 pm Lunch on own 2:00 pm 3:15 pm Q&A Forum with NIH Institutes Directors 3:30 pm 6:30 pm Short Oral Sessions: “Hot Topics” 6:30 pm 7:30 pm Speed Networking Session, sponsored by the Membership Advisory Task Force 7:30 pm 9:00 pm Opening Reception

Resident education and perceptions of recovery in serious mental illness: observations and commentary.

Abstract: Objective Recovery is emerging as a guiding influence in mental health service delivery and transformation. As a consequence, the expectations and curricular needs of trainees (as future stakeholders in a transformed, recovery-oriented system) are now of considerable importance.

How do examiners and examinees think about role-playing of standardized patients in an OSCE setting?

Abstract: Objective The use of standardized patients in Objective Structured Clinical Examinations in the assessment of psychiatric residents has increased in recent years. The aim of this study is to investigate the experience of psychiatry residents and examiners with standardized patients in Iran.

Medical education and the pharmaceutical industry: a review of ethical guidelines and their implications for psychiatric training.

Abstract: This article reviews and summarizes eight ethical guidelines of major professional organizations regarding the pharmaceutical industry’s role in the psychiatric education of trainees. The author conducted a literature review of research and guidelines pertaining to the pharmaceutical industry’s relationship to trainees, with special attention to ethical implications. A spectrum of ethical acceptability is represented in the various guidelines. The greatest disagreement exists regarding the appropriateness of gift-giving and hospitality. The greatest degree of consensus exists regarding the provision of and criteria for scholarships to trainees. Policies regarding the use of samples and the industry’s influence on graduate medical education were less well developed compared with other areas. A review of guidelines can serve as a basis for dialogue, curricula development, and further research on the ethics of pharmaceutical company interactions with trainees in academic psychiatry.

Current Perspectives on Chief Residents in Psychiatry

Abstract: The authors examine qualitative data from outgoing chief residents in psychiatry from the 2004–2005 academic year to 1) determine common characteristics between programs, 2) examine the residents’ perspectives on their experiences, and 3) determine their common leadership qualities. The authors sent out self-report surveys via e-mail to 89 outgoing chief residents who attended the APA/Lilly Chief Resident Executive Leadership Program. Fifty-three (60%) chief residents responded. Although most chief residents are senior residents, over 20% are in their third postgraduate year. Two-thirds of programs have more than one chief resident each year. Most chief residents believe that their “participating” leadership style, existing leadership skills, and interpersonal skills contributed to their overall positive experiences. Successfully performing duties as a chief resident entails functioning in a variety of roles and demands attention to leadership qualities of the individual. Developing existing leadership skills, clarifying expectations, and providing mentorship to chief residents will ensure successful transition into practice and the advancement of the field of psychiatry.