Academic Psychiatry最新文献_第6页

Inspiring Careers in Mental Health: Piloting a Pipeline Program for Underserved High School Students 激励心理健康职业：为未得到充分服务的高中生试行一项管道计划。

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-09-27 DOI: 10.1007/s40596-024-02057-8

Max Brenner, Amy Schmidt-Brenner

{"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}

引用次数: 0

Practical Tips for Enhancing Academic Skills with Generative Artificial Intelligence Tools. 利用生成式人工智能工具提高学术技能的实用技巧。

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-09-27 DOI: 10.1007/s40596-024-02055-w

Patrick J Buckley

引用次数: 0

A Model for Formal Residency Training in Interventional Psychiatry 介入精神病学正式住院医师培训模式。

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-09-27 DOI: 10.1007/s40596-024-02058-7

Donald Egan, Kala J. Bailey, Samir Abu-Hamad, Zachary Kennedy, Rachel Beck, Brittany K. Karlay, Joshua Hubregsen

引用次数: 0

Correction: Rural and Underserved Graduate Medical Education: A Strategy for Aligning Psychiatry Training with Population Needs 更正：农村和服务不足地区的医学研究生教育：根据人口需求调整精神病学培训的战略。

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-09-27 DOI: 10.1007/s40596-024-02061-y

Emily M. Hawes, Lori Rodefeld, Shweta Pathak, Brianna Lombardi, Carlyle Chan, Daniel E. Elswick

引用次数: 0

Multidisciplinary Simulation-Based Verbal De-escalation Training Improves Staff Knowledge and Clinical Environment in an Urban Emergency Department 基于多学科模拟的口头降级培训改善了城市急诊科员工的知识水平和临床环境。

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-09-24 DOI: 10.1007/s40596-024-02051-0

Gary Duncan, Megan B. Schabbing, Brad Gable

{"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}

引用次数: 0

Artificial Intelligence in Healthcare and Psychiatry. 人工智能在医疗保健和精神病学中的应用。

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-09-23 DOI: 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

引用次数: 0

The Red Pencil Sharpener. 红色铅笔刀

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-09-20 DOI: 10.1007/s40596-024-02044-z

Zheala Qayyum

引用次数: 0

Raising Baby Psychiatrists (but Adult Humans). 培养婴儿精神病学家（但也是成人）。

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-09-20 DOI: 10.1007/s40596-024-02048-9

Lindsay Milliken

引用次数: 0

Supervision in Medical Education: The Irreducible Relationship. 医学教育中的督导：不可复制的关系。