Journal of Clinical Psychology in Medical Settings最新文献

{"title":"A Longitudinal RCT on the Effectiveness of a Psychological Intervention for Hospital Healthcare Workers During the COVID-19 Pandemic: What We Learned to Date.","authors":"Damiano Rizzi, Michela Monaci, Giulia Gambini, Ilaria Maria Antonietta Benzi, Stefano Perlini, Annalisa De Silvestri, Catherine Klersy, Lavinia Barone","doi":"10.1007/s10880-023-09988-8","DOIUrl":"10.1007/s10880-023-09988-8","url":null,"abstract":"<p><p>The COVID-19 pandemic has led to significant psychological distress among frontline healthcare workers (HCWs), with a particular increase in trauma-related symptoms. This study investigated the longitudinal course of trauma-associated symptoms and behaviors in HCWs and the effectiveness of a brief dialectical behavior therapy (DBT)-informed intervention in mitigating these symptoms over 12 months. The trial included 225 HCWs randomly assigned to one of three groups: no intervention (control), in-person DBT-informed intervention, or online DBT-informed intervention. Over time, a natural decrease in PTSD symptoms was observed in all groups. Contrary to expectations, no difference was found between the control and intervention groups. However, for participants with severe PTSD symptoms, the intervention significantly mitigated their distress. No differences emerged between in-person and online interventions, suggesting equal effectiveness. Females reported higher trauma-related symptoms, while no differences emerged among different professional roles. These findings underscore the importance of targeted interventions for HCWs experiencing severe symptoms and highlight the potential of online modalities. Further research is needed to optimize the deployment of mental health resources within the healthcare setting, particularly during crises.</p>","PeriodicalId":15494,"journal":{"name":"Journal of Clinical Psychology in Medical Settings","volume":" ","pages":"27-38"},"PeriodicalIF":1.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11914322/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139650853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Compassion Dynamics in Medical Students: An Ecological Momentary Assessment Study.","authors":"Jennalee S Wooldridge, Emily Soriano, Tess F Filip, Raeanne C Moore, Lisa T Eyler, Matthew S Herbert","doi":"10.1007/s10880-024-10003-x","DOIUrl":"10.1007/s10880-024-10003-x","url":null,"abstract":"<p><p>Effective interventions to support compassionate patient- and self-care requires an understanding of how to best assess compassion. Micro-ecological momentary assessment (micro-EMA), a method in which participants provide brief responses in real-time within their own environments, can capture changes in compassion across time and contexts. This study examined a micro-EMA approach for measuring the temporal dynamics of compassion in medical students during the COVID-19 pandemic. Medical students (N = 47) completed demographic information and self-report questionnaires assessing empathy and compassion for self and others. Participants then completed six bursts of micro-EMA smartphone-delivered surveys. Each burst was 14 days, with 28 days between bursts. During each burst, participants received four daily micro-EMA surveys assessing compassion, stress, positive affect, and negative affect. Dynamic structural equation modeling was used to examine micro-EMA responses. The overall micro-EMA response rate was 83.75%. On average, daily compassion did not significantly change across the academic year. However, there was significant within-person variability in medical students' compassion trajectories over the training year (b = 0.027, p < .01). At concurrent timepoints, micro-EMA assessed compassion was associated with greater happiness (b = 0.142, p < .001) and lower stress (b = -0.052, p < .05) but was not associated with sadness. In lagged analyses, higher micro-EMA assessed compassion predicted higher next day happiness (b = 0.116, p < .01) and vice versa (b = 0.185, p < .01). Results suggest it is feasible to use micro-EMA to assess daily levels of compassion among medical students. Additionally, there is wide variability in day-to-day fluctuations in compassion levels among medical students, with some students showing substantial increases in daily compassion across the training year and others showing decreases. Positive affect as opposed to negative affect may have particularly strong associations with compassion. Further examination of antecedents and consequences of fluctuations in daily compassion could inform potent intervention targets.</p>","PeriodicalId":15494,"journal":{"name":"Journal of Clinical Psychology in Medical Settings","volume":" ","pages":"51-59"},"PeriodicalIF":1.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139944201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating Supervision and Interprofessional Relationships in Health Psychology.","authors":"Maleia Mathis, Katherine Lamparyk","doi":"10.1007/s10880-024-10021-9","DOIUrl":"10.1007/s10880-024-10021-9","url":null,"abstract":"<p><p>Previous literature has focused on either individual models of supervision, developing trainees' interprofessional competencies, or on developing and maintaining interprofessional relationships outside of training. For psychologists in medical settings, these concepts are inextricably linked, and supervision must combine these professional practices to successfully meet the needs of psychology trainees, patients, and interprofessional colleagues, in an increasingly integrated healthcare landscape. This paper presents a model for advancing interprofessional collaborative practice competencies in supervision as health psychology trainees progress through the developmental stages of clinical competency, while supervising psychologists also maintain interprofessional relationships. The Interprofessional Collaboration Supervision Model (IPCSM)for Psychology describes trainee, patient, and interprofessional team factors for supervising psychologists to consider in supervision, as well as various interventions to deploy when these interrelated dynamics impact training. Case examples are provided along with discussion on how to implement this model in supervision.</p>","PeriodicalId":15494,"journal":{"name":"Journal of Clinical Psychology in Medical Settings","volume":" ","pages":"174-181"},"PeriodicalIF":1.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141071038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparative Effectiveness of Cognitive Behavioral Therapy and Behavioral Therapy in Obesity: A Systematic Review and Network Meta-Analysis.","authors":"Jin-Young Cha, Seo-Young Kim, Young-Woo Lim, Ka-Hye Choi, In-Soo Shin","doi":"10.1007/s10880-023-10000-6","DOIUrl":"10.1007/s10880-023-10000-6","url":null,"abstract":"<p><p>We aimed to evaluate the effects of obesity treatment with behavioral therapy (BT) and cognitive behavioral therapy (CBT) interventions compared with multiple comparators and find effective techniques or combinations of techniques in BT and CBT interventions for weight loss. We systematically searched electronic databases and selected randomized controlled trials using CBT or BT intervention for obesity treatment in overweight adults or adults with obesity without psychological symptoms. Both pairwise meta-analysis and network meta-analysis were performed to comprehensively evaluate the comparative effects between interventions. We classified the techniques used in BT and CBT interventions and compared the treatment effects between techniques. Compared with no treatment as a common comparator, CBT was most effective for weight loss, followed by BT, usual care (UC), and minimal care (MC). CBT was a more effective intervention than BT, but the effect of CBT compared to BT was not remarkable in network estimates. The most used BT techniques were feedback and monitoring, and the most used CBT technique was cognitive restructuring. Our results indicated that CBT and BT are effective interventions for weight loss, and that successful weight loss requires more aggressive interventions such as BT or CBT than MC and UC.</p>","PeriodicalId":15494,"journal":{"name":"Journal of Clinical Psychology in Medical Settings","volume":" ","pages":"96-110"},"PeriodicalIF":1.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139570572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of the COVID-19 Pandemic and Marginalized Identities in US Medical Students' Burnout, Career Regret, and Medical School Experiences.","authors":"Yuchen Liu, Patricia A Frazier","doi":"10.1007/s10880-024-10045-1","DOIUrl":"10.1007/s10880-024-10045-1","url":null,"abstract":"<p><p>Little is known about the impact of the COVID-19 pandemic on medical students. We examined medical students' burnout, career regret, and medical school experiences from before to during the pandemic, and differences between students from marginalized and nonmarginalized groups. We analyzed data from 2019 to 2022 Association of American Medical Colleges Year Two Questionnaires (N = 52,152) and Graduation Questionnaires (N = 66,795). Given large samples, we focused on effect sizes versus statistical significance. All effects of study year were less than small (η² < .01) indicating minimal differences in medical students' burnout, career regret, and school experiences from before (2019) to during (2020-2022) the pandemic. Interactions between study year and demographic characteristics (gender, race-ethnicity, sexual orientation) were less than small; thus, students from marginalized groups were not affected more by the pandemic than others. Across study years, women reported more exhaustion and discrimination than men. Black students reported more discrimination than students from other racial-ethnic groups; bisexual students reported more discrimination than heterosexual students (all ds > 0.20). Differences between students from marginalized and nonmarginalized groups were bigger than the effects of the pandemic, suggesting a need for system-level interventions to foster inclusion in medical education.</p>","PeriodicalId":15494,"journal":{"name":"Journal of Clinical Psychology in Medical Settings","volume":" ","pages":"39-50"},"PeriodicalIF":1.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142145757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reviewer Recognition and Appreciation.","authors":"Andrea Bradford","doi":"10.1007/s10880-025-10068-2","DOIUrl":"https://doi.org/10.1007/s10880-025-10068-2","url":null,"abstract":"","PeriodicalId":15494,"journal":{"name":"Journal of Clinical Psychology in Medical Settings","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143523444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Faculty Growth Perspective on Peer Review of Teaching: An Institution-Wide, Customizable Approach to Peer Review.","authors":"Krista Longtin, Tara Hobson, Matthew Holley, Nancy Van Note Chism, Mary E Dankoski, Megan M Palmer","doi":"10.1007/s10880-024-10043-3","DOIUrl":"10.1007/s10880-024-10043-3","url":null,"abstract":"<p><p>As academic medical centers have moved away from using learner ratings of instruction as a demonstration of quality teaching in the promotion process, Indiana University School of Medicine sought to create a peer review of teaching system. We created our system in 2010 and have engaged in continuous quality improvement since. In these efforts, we sought to answer the question, \"How can we create a system of peer review of teaching that provides high-quality feedback to faculty and encourages autonomy and growth?\" Our peer review of teaching system includes a website, with a brief introduction to the concept of peer review, as well as a series of customizable forms that allows faculty and peer reviewers to choose items for observation and feedback based on teaching setting. This system, called the Peer Review Form Builder (PRFB), combines interactive technology with evidence-based faculty development and is innovative in structure and scope. On the macro level, departments and programs have seen success with the tool by engendering conversations on the values and effectiveness of teaching and education efforts. This systematic, tailored system of peer review of teaching has advanced the stature, quality, and innovation within all aspects of teaching throughout the institution. Further, we have incorporated these values into promotion and tenure documents, by encouraging consistent, systematic peer review as a primary source of evidence to demonstrate teaching effectiveness.</p>","PeriodicalId":15494,"journal":{"name":"Journal of Clinical Psychology in Medical Settings","volume":" ","pages":"750-760"},"PeriodicalIF":1.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142288385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Impact of Mentoring on Faculty Engagement and Retention Among Behavioral Health Faculty in Departments of Psychiatry and Neurology.","authors":"Susan M Pollart, Elza Mylona, Troy Buer, Jennifer Apps, Valerie Dandar","doi":"10.1007/s10880-024-10055-z","DOIUrl":"10.1007/s10880-024-10055-z","url":null,"abstract":"<p><p>Mentoring plays an integral role in the success of faculty. This study explores faculty access to formal and informal mentorship and how mentorship impacts faculty engagement. Data are from 2020 to 2023 administrations of the StandPoint Faculty Engagement Survey. We compare clinically active faculty with a PhD or other health doctorate (OHD) in departments of psychiatry and neurology (Doctoral-PN) with both faculty with an MD or equivalent degree in those departments (Physician-PN), and with faculty with a PhD or OHD in other clinical departments (Doctoral-Other). Psychologists who are active in clinical care are represented in these departments although their representation likely varies by institution. Forty-four percent of Doctoral-PN faculty received formal mentoring and 65% received informal mentoring. Those receiving formal mentoring were more satisfied with professional development opportunities and reported increased understanding of promotion than those who were not. They were also more satisfied with their department and would recommend their medical school to others. The literature to date acknowledges the challenges to professional growth and advancement faced by Doctoral-PN faculty, including psychologists, practicing in academic health centers. This paper adds to previous research by presenting data on organizational outcomes associated with mentoring for these faculty.</p>","PeriodicalId":15494,"journal":{"name":"Journal of Clinical Psychology in Medical Settings","volume":" ","pages":"712-722"},"PeriodicalIF":1.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142522052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leaders' Perspectives on Approaches and Challenges in Enacting Faculty Vitality in the Contemporary Landscape of Academic Medicine: A Deductive Thematic Analysis.","authors":"Jennifer L Allie, Robert Tillman, Beatriz Tapia, Elza Mylona, Koko Aung, Janet F Williams","doi":"10.1007/s10880-024-10030-8","DOIUrl":"10.1007/s10880-024-10030-8","url":null,"abstract":"<p><p>Continual changes in organizational structures within medical schools have contributed to the expanded scope and the centralization of faculty affairs offices, which support faculty administration and supportive functions. Using qualitative interviews, we investigated the perspectives of academic medicine faculty affairs leaders regarding their offices' priorities in sustaining faculty vitality in the face of current and anticipated challenges. A semi-structured interview protocol based on the researchers' practical knowledge, informed by the study's research inquiries, and pertinent academic literature guided the interviews. Deductive thematic analysis approach was used to identify the patterns and themes across the interviews. Our analysis revealed a central theme: the pivotal nature of the leader's role in strengthening faculty identity. Additionally, three sub-themes emerged concerning the leader's role in nurturing faculty well-being within today's academic medicine context: redefining faculty role, acknowledging and appreciating faculty contributions, and maintaining faculty engagement through a whole-person approach. Faculty affairs leaders describe widening roles with an emerging focus on a whole-person approach valuing the diverse contributions of faculty across the academic mission, supporting professional development, reflecting the individual motivations of faculty, and championing institutional processes that holistically evaluate and recognize faculty contributions.</p>","PeriodicalId":15494,"journal":{"name":"Journal of Clinical Psychology in Medical Settings","volume":" ","pages":"675-683"},"PeriodicalIF":1.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141878758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Developmental Approach to Mid-Career Faculty Leadership Training at Two Academic Medical Centers.","authors":"Laura A Weingartner, Ashley Wood, Lisa Tarr, Maureen Gannon, Gerard Rabalais, Staci Saner","doi":"10.1007/s10880-024-10042-4","DOIUrl":"10.1007/s10880-024-10042-4","url":null,"abstract":"<p><p>Leadership training helps position faculty to guide various aspects of health care and health professions education at academic medical centers. With the increasing complexity of these responsibilities, it is essential that academic medical centers provide leadership skill-development opportunities to faculty. This work describes the structure of two internal mid-career faculty leadership development programs that were created to cultivate future institutional leaders from within the organization. These year-long programs were each established in 2017 and have been implemented annually. Both programs use a developmental approach with project-based, experiential learning so that leadership skills are applied immediately and meaningfully. Internal leadership programs support context-specific skills, while creating a community of leaders and a culture of leadership across the institution. Multidisciplinary participants bring diverse perspectives, and intra-institutional interactions foster collaborations. Internal, longitudinal training also supports comprehensive development more than is typically possible with short-term, external leadership programs. Other organizations can use these program descriptions and insights to develop similar internal, mid-career leadership training opportunities. While the broader academic medicine community benefits from faculty advancement whether training is within the institution or elsewhere, internal leadership training promotes context-specific development at individual, interpersonal, and institutional levels.</p>","PeriodicalId":15494,"journal":{"name":"Journal of Clinical Psychology in Medical Settings","volume":" ","pages":"659-668"},"PeriodicalIF":1.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142288384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}