Academic Psychiatry最新文献_第10页

Recovery-Oriented Education: The Impact of Visiting a Clubhouse on Psychiatry Residents 康复导向教育：参观会所对精神科住院医师的影响。

IF 2.6 4区医学

Academic Psychiatry Pub Date : 2026-05-21 DOI: 10.1007/s40596-026-02363-3

Joseph D. Guillory, Vishal J. Thakkar, Adriane M. dela Cruz

{"title":"Recovery-Oriented Education: The Impact of Visiting a Clubhouse on Psychiatry Residents","authors":"Joseph D. Guillory, Vishal J. Thakkar, Adriane M. dela Cruz","doi":"10.1007/s40596-026-02363-3","DOIUrl":"10.1007/s40596-026-02363-3","url":null,"abstract":"<div><h3>Objective</h3><p>Recovery‑oriented care emphasizes supporting individuals with serious mental illness in building meaningful, self-directed lives. This brief report describes a 4‑h, community‑based didactic held at a local clubhouse and evaluates its impact on psychiatry residents’ perceptions of recovery‑oriented care.</p><h3>Methods</h3><p>Fifty-nine postgraduate year-2 psychiatry residents participated in a 4‑h didactic at a community clubhouse across two training years. Residents completed a 12-item survey assessing perceived importance of, training in, and comfort with recovery‑oriented care immediately before and after the session. An open-ended question gathered post-session feedback.</p><h3>Results</h3><p>Residents’ agreement with all survey items increased significantly from pre‑ to post-didactic. The largest increases were observed in comfort discussing recovery-oriented care with patients, colleagues, and community organizations, and in comfort applying recovery principles in clinical practice. Qualitative responses most commonly reflected gratitude for the experience and emphasized the value of peer-led, community-based learning.</p><h3>Conclusion</h3><p>A brief, clubhouse-based didactic was associated with increased recognition of the importance of recovery‑oriented care and greater comfort engaging with recovery principles. Community‑based, peer‑led educational experiences may be a valuable component of psychiatry residency training.</p></div>","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":"50 4","pages":"432 - 436"},"PeriodicalIF":2.6,"publicationDate":"2026-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s40596-026-02363-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147979968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Joining the Rhythm 加入节奏。

IF 2.6 4区医学

Academic Psychiatry Pub Date : 2026-05-20 DOI: 10.1007/s40596-026-02359-z

Abraham Abdulrazzak

引用次数: 0

Practical Addition to Journal Clubs and Research Literacy Teaching 杂志俱乐部与研究性素养教学的实践补充

IF 2.6 4区医学

Academic Psychiatry Pub Date : 2026-05-15 DOI: 10.1007/s40596-026-02362-4

Richard Balon

引用次数: 0

Lessons Learned from Co-Creating a Clinician Educator Track. 共同创建临床医生教育轨道的经验教训。

IF 2.8 4区医学

Academic Psychiatry Pub Date : 2026-05-13 DOI: 10.1007/s40596-026-02361-5

Anne Waniger, Michelle Linke Shafa, Matheus Goncalves Marques, Katharine D Andrews, Kate Hagen, Sawyer Berrett, Cosima C Swintak, Sandra Rackley, Nicholas D Allen

引用次数: 0

Screening Medical Students for Depression Risk: The Effects of Disability Status. 医学生抑郁风险筛选：残疾状况的影响

IF 2.8 4区医学

Academic Psychiatry Pub Date : 2026-05-13 DOI: 10.1007/s40596-026-02356-2

Kristina H Petersen, Harry Haran, Aitan E Magence, Lillie Reed, Carl J Palad, Nader Chaya, Amber Chess, Ayush Kumar, Johsias Araya Maru, Jeremy Gottlieb, Sarah L Solomon

{"title":"Screening Medical Students for Depression Risk: The Effects of Disability Status.","authors":"Kristina H Petersen, Harry Haran, Aitan E Magence, Lillie Reed, Carl J Palad, Nader Chaya, Amber Chess, Ayush Kumar, Johsias Araya Maru, Jeremy Gottlieb, Sarah L Solomon","doi":"10.1007/s40596-026-02356-2","DOIUrl":"https://doi.org/10.1007/s40596-026-02356-2","url":null,"abstract":"<p><strong>Objective: </strong>Although elevated depression rates have been reported among medical students and individuals with disabilities independently, no study has simultaneously assessed depression risk in medical students with disabilities (SWD) using a validated screening tool. This study aimed to compare depression risk in SWDs to peers without disabilities using the Patient Health Questionnaire-2 (PHQ-2).</p><p><strong>Methods: </strong>A multi-institutional, cross-sectional survey was conducted in fall 2020 across seven allopathic medical schools in the U.S. and Canada. An anonymous Qualtrics survey asked medical students to complete the PHQ-2 and information about their disability status, both self-identified and registered with their institution's disabilities office (IDO). Depression risk was categorized using a PHQ-2 score cutoff of ≥ 3. Chi-square tests and independent-sample t-tests were used to assess associations between disability status and PHQ-2 scores.</p><p><strong>Results: </strong>Of 4,661 students invited, 1,800 (38.6%) responded. SWDs had significantly higher PHQ-2 mean scores (1.59; n = 195) than non-disabled peers (1.00, n = 1416; p < 0.01). A significant association was found between self-identified disability and PHQ-2 score (χ2 = 17.85, p < 0.01), and between IDO registration and PHQ-2 scores (χ2 = 8.21, p < 0.01). Among SWDs, there was no significant difference in mean depression risk between those registered (1.57, n = 93) and unregistered (1.67; n = 76) with their IDO (p = 0.70).</p><p><strong>Conclusions: </strong>This is the first study to provide quantitative evidence that SWDs were associated with increased risk of depression, regardless of IDO registration. Results suggest institutions should enhance mental health support systems for SWDs. Further research is warranted to understand the impact of disability type and accommodations on the mental health of SWD.</p>","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147925455","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}

引用次数: 0

Integrating Cognitive Rehabilitation into Psychiatry Training Education. 认知康复融入精神病学培训教育。

IF 2.8 4区医学

Academic Psychiatry Pub Date : 2026-05-13 DOI: 10.1007/s40596-026-02348-2

Saba Mokhtari, Seyed Vahid Shariat, Mohammadreza Shalbafan, Mariana Pinto da Costa

引用次数: 0

Obsessive-Compulsive Training Experiences in United States (US) Medical School Education Programs 美国（US）医学院教育项目的强迫症训练经验。

IF 2.6 4区医学

Academic Psychiatry Pub Date : 2026-05-13 DOI: 10.1007/s40596-026-02360-6

Carlos Valenzuela-Flores, Leanne Maduka, Dale Shepherd, Megan C. Alam, Juliana E. Avery, Hannah C. Moore, Gian DePamphilis, Megan M. Dailey, Caitlin M. Pinciotti, Andrew D. Wiese, Wayne K. Goodman, Eric A. Storch

{"title":"Obsessive-Compulsive Training Experiences in United States (US) Medical School Education Programs","authors":"Carlos Valenzuela-Flores, Leanne Maduka, Dale Shepherd, Megan C. Alam, Juliana E. Avery, Hannah C. Moore, Gian DePamphilis, Megan M. Dailey, Caitlin M. Pinciotti, Andrew D. Wiese, Wayne K. Goodman, Eric A. Storch","doi":"10.1007/s40596-026-02360-6","DOIUrl":"10.1007/s40596-026-02360-6","url":null,"abstract":"<div><h3>Objective</h3><p>To evaluate the content and structure of OCD-specific training within United States osteopathic (D.O.) and allopathic (M.D.) medical schools. Although many physicians encounter patients with obsessive-compulsive disorder (OCD) in clinical practice, limited familiarity with the full range of OCD presentations, including typical and atypical forms, may contribute to misdiagnosis and delays in accurate diagnosis and treatment.</p><h3>Methods</h3><p>Respondents from 35 of the 154 (22.73%) medical schools within the United States (28 (80%) allopathic, 7 (20%) osteopathic schools) completed a survey assessing demographics, school information, and OCD-focused training within medical school curriculums. Descriptives were gathered to characterize the level of training experience and type of training, and information provided throughout pre-clinical and clinical training.</p><h3>Results</h3><p>Length of OCD-specific training varied among schools, with an average of 1.79 h total (standard deviation = 1.18 h). Few schools had faculty members or elective coursework and rotations specific to OCD training and education. Content covered was variable; for example, contamination was the most frequently taught (91.4%) while responsibility for harm was the least frequently taught (48.6%). The concept of ego-dystonia in OCD was taught in most medical schools (75.8%).</p><h3>Conclusion</h3><p>While many medical schools contain basic education and training on OCD, there are significant gaps in training that may contribute to delays in diagnosis or even cases of misdiagnosis. Addressing these gaps in training could improve the diagnosis and treatment of OCD within clinical practice.</p></div>","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":"50 4","pages":"427 - 431"},"PeriodicalIF":2.6,"publicationDate":"2026-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s40596-026-02360-6.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147925450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Are Psychiatry Faculty Prepared to Guide AI Use? A National Survey. 精神病学学院准备好指导人工智能的使用了吗？一项全国性调查。

IF 2.8 4区医学

Academic Psychiatry Pub Date : 2026-05-09 DOI: 10.1007/s40596-026-02352-6

Amelia Elizabeth Mercado, Lauren Ferguson, Jonathan Chastain, Julie Williams, Ramzi W Nahhas, Samidha Tripathi, Larrilyn Grant

{"title":"Are Psychiatry Faculty Prepared to Guide AI Use? A National Survey.","authors":"Amelia Elizabeth Mercado, Lauren Ferguson, Jonathan Chastain, Julie Williams, Ramzi W Nahhas, Samidha Tripathi, Larrilyn Grant","doi":"10.1007/s40596-026-02352-6","DOIUrl":"https://doi.org/10.1007/s40596-026-02352-6","url":null,"abstract":"<p><strong>Objective: </strong>To assess psychiatry faculty knowledge, use, and perceptions of artificial intelligence (AI) in undergraduate medical education (UME) and graduate medical education (GME), and examine awareness of institutional AI policies.</p><p><strong>Methods: </strong>A national survey was distributed to psychiatry clerkship directors and residency program directors at 105 allopathic and osteopathic medical schools and 219 psychiatry residency programs across the USA from November 2024 to February 2025. The survey assessed AI use patterns, attitudes, perceptions, and awareness of institutional policies. Data were analyzed using descriptive statistics and Fisher's exact test for group comparisons.</p><p><strong>Results: </strong>Responses were obtained from 31 UME faculty (29.5% response rate) and 46 GME faculty (21% response rate). All UME faculty and 74% of GME faculty believed students use AI. However, 36% of UME and 57% of GME faculty were unaware of institutional student AI policies. Knowledge of faculty AI policies was even more limited (38.7% UME, 63% GME uncertain). Only 35.5% of UME and 27.9% of GME faculty reported current AI use, primarily for research support, literature review, and content development. Overall, 50% of UME and 54.1% of GME respondents perceived AI in medical education as beneficial.</p><p><strong>Conclusions: </strong>Despite widespread belief that students use AI, psychiatry faculty demonstrate limited awareness of institutional policies and minimal integration of AI literacy in curricula. These findings highlight the urgent need for faculty development programs, clear institutional policies, and structured AI curricula to bridge the gap between rapid AI adoption by learners and educational infrastructure.</p>","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147855565","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}

引用次数: 0

Media Competency: A Minimal Standard for Reportable Educational Work. 媒体能力：可报告教育工作的最低标准。

IF 2.8 4区医学

Academic Psychiatry Pub Date : 2026-05-07 DOI: 10.1007/s40596-026-02358-0

Lukasz Szarpak, Iwona Niewiadomska

引用次数: 0

The Loneliness Epidemic in Physicians and How to Create Belonging in Medicine 医生中的孤独流行病及如何在医学中创造归属感。

IF 2.6 4区医学

Academic Psychiatry Pub Date : 2026-05-05 DOI: 10.1007/s40596-026-02353-5

Mary R. Shen, Emily M. Kent, Ashwini Nadkarni, Julie K. Silver

引用次数: 0