Academic Psychiatry最新文献_第8页

Embracing Vulnerability: Overcoming Impostor Syndrome in Medical Training 拥抱脆弱：克服医学培训中的冒名顶替综合症。

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-11-12 DOI: 10.1007/s40596-024-02074-7

Alvin F. Gordián Arroyo

引用次数: 0

Addressing Stigma in Inpatient Psychiatry: Culturally Inclusive Care for Middle Eastern and North African Patients. 解决精神科住院病人的污名化问题：为中东和北非病人提供文化包容性护理。

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-11-11 DOI: 10.1007/s40596-024-02085-4

Youssef Ahmed

引用次数: 0

Narratives of Mental Illness and Well-being: A 6-Week Course Aiming to Improve Medical Student Empathy and Resilience Through the Creative Arts 精神疾病与幸福的叙事：为期六周的课程，旨在通过创造性艺术提高医学生的同理心和复原力。

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-11-11 DOI: 10.1007/s40596-024-02088-1

Charlotte Pierce, Jacob Appel, Timothy Rice

{"title":"Narratives of Mental Illness and Well-being: A 6-Week Course Aiming to Improve Medical Student Empathy and Resilience Through the Creative Arts","authors":"Charlotte Pierce, Jacob Appel, Timothy Rice","doi":"10.1007/s40596-024-02088-1","DOIUrl":"10.1007/s40596-024-02088-1","url":null,"abstract":"<div><h3>Objective</h3><p>Narratives of mental illness and well-being are difficult to communicate in medical education. The arts convey these narratives and may strengthen medical student capabilities.</p><h3>Methods</h3><p>This study evaluated the efficacy of a 2021 6-week seminar-style course for medical students focused on five mental states through the lens of visual arts, film, and literature to impact student capabilities. Pre- and post-course administration of standardized rating scales, including the Jefferson Scale of Empathy Medical Students (JSE-S), the Groningen Reflection Ability Scale (GRAS), and the Connor-Davidson Resilience Scale (CD-RISC), measured course impact on medical student empathy, reflective functioning, and resiliency, respectively. Administration of these scales on a matched control group of students not enrolled in the course served for comparison.</p><h3>Results</h3><p>Pre- and post-course survey data demonstrates that the course improves at levels of statistical significance medical students’ empathy (JSE-S score 77.50 SD = 15.76 improving to 93.80 SD 20.92, <i>p</i> = 0.0068, <i>t</i> = 4.19, df = 4) and resilience (CD-RISC score 65.83 SD = 14.36 improving to 78.60 SD = 10.92, <i>p</i> = 0.0137, <i>t</i> = 4.19, df = 4), but not reflective functioning (GRAS score 91 SD = 9.14 improving to 95.20 SD = 10.06, <i>p</i> = 0.1444, <i>t</i> = 1.81, df = 4). The control group showed no statistically significant differences pre- and post-course.</p><h3>Conclusions</h3><p>Limitations notwithstanding, this study suggests that the analysis of film, literature, and visual art may improve medical students’ empathy and resilience. Future studies may explore reproducibility among larger sample sizes at differing institutions and curricula as well as downstream effects on patient care and well-being.</p></div>","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":"49 2","pages":"142 - 146"},"PeriodicalIF":2.2,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142611970","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

Taught by a Robot: A Trainee Perspective on Artificial Intelligence in Medical School Education 机器人授课：从受训者角度看医学院教育中的人工智能。

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-11-11 DOI: 10.1007/s40596-024-02081-8

Lily T. Nguyen, Viet T. Tran, Jessica T. Tran, Navin S. Oorjitham

引用次数: 0

The Efficacy of the Psychiatry Clerkship in Developing Students' Comprehensive Clinical Skills. 精神病学实习在培养学生综合临床技能方面的功效。

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-11-07 DOI: 10.1007/s40596-024-02082-7

Jacob Ney, Charles Smoller, Jake Kwon, Suma Chand

{"title":"The Efficacy of the Psychiatry Clerkship in Developing Students' Comprehensive Clinical Skills.","authors":"Jacob Ney, Charles Smoller, Jake Kwon, Suma Chand","doi":"10.1007/s40596-024-02082-7","DOIUrl":"https://doi.org/10.1007/s40596-024-02082-7","url":null,"abstract":"<p><strong>Objective: </strong>This study investigates the impact of the psychiatry rotation in developing students' clinical skills that are applicable across various medical specialties.</p><p><strong>Methods: </strong>Medical students at Saint Louis University completed the same survey before and after completing a 3½-week psychiatry rotation. Students rated 18 statements on a Likert scale. Statements were grouped into six categories to assess students' confidence in (1) managing medical issues of psychiatric patients, (2) addressing injurious behaviors, (3) gathering a clinical history, (4) de-escalating crises, (5) self-regulating emotions, and (6) empathizing with patients. Students' pre- and post-survey numerical responses were added within the six categories and compared using paired t-tests.</p><p><strong>Results: </strong>Forty-three students completed both the pre-clerkship and post-clerkship surveys. For all six clinical skills categories, post-survey composite scores significantly increased. Managing medical complaints had a 7-point median score increase. Addressing injurious behavior had a 3-point median increase. Gathering a clinical history had a 4-point median increase. De-escalating crises had a 4-point median increase. Emotional self-regulation had a 2-point median increase. Empathizing with patients had a 2-point median increase. All six paired t-tests between pre- and post-surveys showed p-values < 0.001, indicating subjective improvement in students' performance for each clinical competency.</p><p><strong>Conclusion: </strong>The psychiatry rotation effectively increased medical students' perceived acquisition of essential clinical skills. These competencies, including gathering a history, emotionally self-regulating, and de-escalating crises, apply to nearly all medical specialties. Further research is needed to investigate which specific opportunities helped students develop these skills and the broader strengths of the psychiatry clerkship.</p>","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142602308","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

Antisocial Personality Disorder and the Charming Male Lead 反社会人格障碍和迷人的男主角。

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-11-07 DOI: 10.1007/s40596-024-02083-6

Naomi Nguyen

引用次数: 0

Humor's Place in Psychiatry: Navigating the Fine Line Between Humor and Stigma in Psychiatric Care. 幽默在精神病学中的地位：驾驭精神病护理中幽默与污名之间的微妙界限。

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-11-07 DOI: 10.1007/s40596-024-02084-5

Phillip Yang, Sherod Haynes, Keith Sakata

引用次数: 0

A Pilot of Academic Coordination Improves Faculty Burnout and Enhances Support for the Academic Mission 学术协调试点改善了教师的职业倦怠，增强了对学术使命的支持。

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-11-06 DOI: 10.1007/s40596-024-02076-5

Ashwini Nadkarni, Shamik Bhattacharyya, Molly Becker, Laura Bockoff, Hadine Joffe, Nomi C. Levy-Carrick

引用次数: 0

Artificial Intelligence–Generated Writing in the ERAS Personal Statement: An Emerging Quandary for Post-graduate Medical Education 人工智能生成的 ERAS 个人陈述写作：医学研究生教育的新难题。

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-11-06 DOI: 10.1007/s40596-024-02080-9

Hugh Burke, Rebecca Kazinka, Raghu Gandhi, Aimee Murray

{"title":"Artificial Intelligence–Generated Writing in the ERAS Personal Statement: An Emerging Quandary for Post-graduate Medical Education","authors":"Hugh Burke, Rebecca Kazinka, Raghu Gandhi, Aimee Murray","doi":"10.1007/s40596-024-02080-9","DOIUrl":"10.1007/s40596-024-02080-9","url":null,"abstract":"<div><h3>Objective</h3><p>This study was designed to investigate if artificial intelligence (AI) detection software can determine the use of AI in personal statements for residency applications.</p><h3>Method</h3><p>Previously written personal statements were collected from physicians who had already matched to residency through the Electronic Residency Application System. Physicians were recruited for the study through collegial relationships and were given study information via email. The study team constructed five parallel statements from the shared personal statements to prompt AI to create a personal statement of similar content. An online AI detection tool, GPTZero, was used to assess all the personal statements. Statistical analyses were conducted using R. Descriptive statistics, <i>t</i>-tests, and Pearson correlations were used to assess the data.</p><h3>Results</h3><p>Eight physicians’ statements were compared to eight AI-generated statements. GPTZero was able to correctly identify AI-generated writing, assigning them significantly higher AI probability scores compared to human-authored essays. Human-generated statements were considered more readable, used shorter words with fewer syllables, and had more sentences compared to AI-generated essays. Longer average sentence length, low readability scores, and high SAT word percentages were strongly associated with AI-generated essays.</p><h3>Conclusions</h3><p>This study shows the capacity of GPTZero to distinguish human-created versus AI-generated writing. Use of AI can pose significant ethical challenges and carries a risk of inadvertent harm to certain applicants and erosion of trust in the application process. Authors suggest standardization of protocol regarding the use of AI prior to its integration in post-graduate medical education.</p></div>","PeriodicalId":7069,"journal":{"name":"Academic Psychiatry","volume":"49 1","pages":"13 - 17"},"PeriodicalIF":2.2,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142589578","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

Encountering a Final Arrival. 遭遇最后的抵达

IF 2.2 4区医学

Academic Psychiatry Pub Date : 2024-11-06 DOI: 10.1007/s40596-024-02054-x

Marika I Wrzosek

引用次数: 0