Asia‐Pacific Psychiatry最新文献

{"title":"Profiling mentally ill offenders in Hong Kong: A 10-year retrospective review study","authors":"Bonnie Wei Man Siu FHKCPsych,&nbsp;Eric Shek Kin Lai MSocSc,&nbsp;Jessica Pui Yan Lam FHKCPsych,&nbsp;Clement Chan MSc,&nbsp;Anita Wai Lan Chan MSc,&nbsp;Kin Yan Chu MSc,&nbsp;Sek Lim Leong MPH,&nbsp;Sing Heung Lui FHKCPsych,&nbsp;Amy Ching Yung Liu FHKCPsych,&nbsp;Dorothy Yuen Yee Tang FHKCPsych,&nbsp;Wai Lam So FHKCPsych,&nbsp;Hon Wah Leung MBA,&nbsp;Cycbie Ching Man Mok MSc,&nbsp;Ming Lam FHKCPsych","doi":"10.1111/appy.12505","DOIUrl":"10.1111/appy.12505","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>This study aimed to analyze the estimated prevalence of mental disorders among offenders and compare the estimated crime rate between mentally ill patients and the total population in Hong Kong.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Service data of offenders referred to psychiatrists at the Siu Lam Psychiatric Centre from January 2011 to December 2020 were analyzed. Demographic data of gender, age on admission, educational level, principal psychiatric diagnosis, index offense, and assessment outcome were collected.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Data of 7535 offenders (74.8% males) aged 14 to 97 (mean: 41.3 ± 13.7) years were analyzed. More than 60% (66.2%) had a diagnosable mental disorder. The most prevalent principal psychiatric diagnosis was schizophrenia and related disorder (22.8%), followed by mental and behavioral disorders due to psychoactive substance use (18.6%), and mood disorders (8.8%). The commonest index offenses were theft and related offenses (20.5%), followed by acts intended to cause injury (19.7%), and illicit drug offenses (11.6%). The estimated prevalence of mental illness among prison population was 7.1% (male: 8.2%, female: 5.0%). The estimated crime rate for mentally ill patients was found to be 43.3 to 263.2 per 100 000 population.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>The estimated prevalence of mental disorders among offenders and the estimated crime rate for mentally ill patients are relatively low in Hong Kong. The result was an important effort to document the changing characteristics of mentally ill offenders and provide an estimation of the prevalence and crime rate for mentally ill patients in Hong Kong.</p>\u0000 </section>\u0000 </div>","PeriodicalId":8618,"journal":{"name":"Asia‐Pacific Psychiatry","volume":"14 3","pages":""},"PeriodicalIF":3.5,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39830086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interpersonal psychotherapy for complex posttraumatic stress disorder related to childhood physical and emotional abuse with great severity of depression: A case report","authors":"Yuko Toshishige,&nbsp;Masaki Kondo,&nbsp;Tatsuo Akechi","doi":"10.1111/appy.12504","DOIUrl":"10.1111/appy.12504","url":null,"abstract":"Patients may develop posttraumatic stress disorder (PTSD)—a chronic and incapacitating disorder—following exposure to a traumatic events such as natural disaster, threat of death, serious injury, or sexual violence. In particular, PTSD associated with abuse during childhood is harmful owing to its association with multiple forms of trauma during childhood and adulthood; the traumas include emotional abuse, physical assault, sexual assault, and domestic violence (Coid et al., 2001). The International Classification of Diseases 11th Revision (ICD11) recently defined the diagnosis of complex PTSD (cPTSD) by disturbances in self-organization (DSO) through affective dysregulation, negative self-concept, and disturbed relationship in addition to the classical PTSD symptom cluster (Karatzias et al., 2017). Considering this, particularly overwhelming, long-lasting, repeated childhood traumas are considered a risk factor for the development of cPTSD (de Aquino Ferreira et al., 2018). Childhood abuse is also related to depression. Reportedly, recurrent and persistent depressive episodes were twice as likely to occur in patients who had experienced childhood abuse or neglect (Nanni et al., 2012). Furthermore, data from outpatient samples revealed that adults who have experienced childhood abuse and neglect present with depression that has a relatively higher severity, earlier age of onset, and longer illness duration (Miniati et al., 2010). In patients diagnosed with cPTSD, Powers et al. reported that the likelihood of having a secure attachment was reduced and susceptibility of comorbidity with other psychiatric conditions was increased, compared with those diagnosed with PTSD alone (Powers et al., 2017). Moreover, individuals with comorbid PTSD and major depression have higher suicide attempt rates than those with either disorder alone (Oquendo et al., 2005). Numerous expert bodies and pertinent treatment guidelines recommend cognitive behavioral therapy (CBT), in particular exposurebased treatment, as the first-line treatment for PTSD. However, not all PTSD patients benefit from exposure-based treatment, and the effectiveness of treatments for cPTSD has been less widely studied. For example, a meta-analysis found that PTSD remission was not observed in 17%–42% of patients who underwent an exposure-based treatment course, and PTSD continued to persist in 13%–50% of the patients who completed CBT with some variation of exposure-based treatment (Bradley et al., 2005). Despite recommendation and encouragement from experienced and persuasive clinicians, some patients do not wish to undergo exposure therapy (Markowitz et al., 2016). Moreover, the complex picture of PTSD includes strong interpersonal themes. Patients with PTSD have interpersonal difficulties, such as emotional withdrawal from relationships, because they mistrust not only their interpersonal environments but also their own selves (Bleiberg & Markowitz, 2005). Patients with cPTSD, which may be tr","PeriodicalId":8618,"journal":{"name":"Asia‐Pacific Psychiatry","volume":"14 3","pages":""},"PeriodicalIF":3.5,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39794446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Use of modern technology in psychiatry training in a middle-income country","authors":"Sami Ouanes MD, MSc,&nbsp;Amine Larnaout MD,&nbsp;Lamia Jouini MD","doi":"10.1111/appy.12496","DOIUrl":"10.1111/appy.12496","url":null,"abstract":"<p>Recent advances in information technology (IT) provided us with novel teaching solutions, with the potential of a new enhanced learning experience, that is, more adapted to the needs and preferences of the younger generations of psychiatric trainees. These tools include the use of online/virtual whiteboards, live surveys/polls, live quizzes, virtual classrooms, and virtual reality. In the present paper, we describe the implementation of modern technology in psychiatric training in Tunisia, a North-African middle-income country. We discuss the potential benefits arising from this implementation, and we report the challenges and difficulties. Overall, the implementation of these modern technology-based tools in psychiatric training has been successful, with a very few obstacles. It seems that the integration of these novel approaches is possible even in middle and low-income countries without much hassle. These tools can enhance trainees' participation, motivation, and engagement, thereby potentially improving learning outcomes. Most disadvantages are related to potential technical glitches, and are likely to improve as technology progresses. Teaching is the art of tailoring the educational tools to the learning objectives and to the learners' characteristics and preferences. To achieve optimal learning outcomes, it is often needed to use a mixture of different “modern” and “less modern” techniques.</p>","PeriodicalId":8618,"journal":{"name":"Asia‐Pacific Psychiatry","volume":"13 4","pages":""},"PeriodicalIF":3.5,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/appy.12496","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39698800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education and training on addiction psychiatry in low and middle income countries: Observations from existing literature and recommendations going ahead","authors":"Yatan Pal Singh Balhara,&nbsp;Pawan Sharma,&nbsp;Nishtha Chawla","doi":"10.1111/appy.12492","DOIUrl":"10.1111/appy.12492","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Addictive disorders are a significant contributor to the global burden of disease. The burden of addictive disorders in LMIC is expected to grow further over the coming years.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>In this article we present the observations from the existing literature on the current status of education and training on addiction psychiatry in LMIC and provide recommendation on way forward for this specialized field of psychiatry.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>We searched electronic databases of PubMed to access the literature on the current status of education and training on addiction psychiatry. Additional searches were also conducted in other database of Google Scholar for potential ‘grey’ literature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We were able to identify a total of 11 relevant articles.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Currently there is limited published literature on education and training on addiction psychiatry from the LMICs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Strengthening of the training on addictive disorders shall not only help bridge the gap of the unmet need for the evidence-based interventions of addictive disorders across these countries it shall also help enhance the research capacity on addictive disorders in these countries.</p>\u0000 </section>\u0000 </div>","PeriodicalId":8618,"journal":{"name":"Asia‐Pacific Psychiatry","volume":"13 4","pages":""},"PeriodicalIF":3.5,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39698801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How to improve the quality of World Psychiatric Association educational activities? Results from an online survey with World Psychiatric Association zonal representatives","authors":"Gaia Sampogna,&nbsp;Andrea Fiorillo,&nbsp;Danuta Wasserman","doi":"10.1111/appy.12497","DOIUrl":"10.1111/appy.12497","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The World Psychiatric Association (WPA), a global association representing 145 psychiatric societies in 121 countries, has a specific focus on education and learning, promoting educational programs on a regular basis. Education in mental health is a continuously evolving phenomenon, although it happens quite often that it is still based on a knowledge formed in the last century and with the latest scientific updates mainly available in English. The WPA is constantly committed in improving and updating the type of educational materials available and ready to be disseminated worldwide.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>An online survey has been developed and sent to the 18 WPA zonal representatives in order: to evaluate the educational needs for mental health, to translate materials into native languages or inclusivity, and to prioritize educational activities to be developed by the WPA in the next years.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Fifteen out of the 18 zonal representatives participated in the study. According to the public mental health perspective, collaboration with general practitioners (GPs) (80%), communities/stakeholders (66.7%) and programs for promoting mental health in schools (53.3%) are the most prioritized activities carried out. Programs for suicide prevention (86.7%) and promotion of mental health and well-being in the general population (66.7%) are considered as the most relevant to be implemented. From the healthcare perspective, new knowledge on pharmacological and non-pharmacological interventions (73%) was requested. The educational packages are mostly available in the English language, although respondents prioritize the translation of WPA educational material into, at least, Spanish and French. The most preferred formats for educational activities are webinar live (80%) and key opinion lectures (66.7%).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings represent the first step in the continuing promotion of education carried out by the WPA. We aim to run these kinds of initiatives from time to time in order to adapt themes and topics of these materials to the real educational needs of all mental healthcare professionals worldwide.</p>\u0000 </section>\u0000 </div>","PeriodicalId":8618,"journal":{"name":"Asia‐Pacific Psychiatry","volume":"13 4","pages":""},"PeriodicalIF":3.5,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39788121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education and training in psychiatry in South Asian countries","authors":"Roy Abraham Kallivayalil,&nbsp;Arun Enara","doi":"10.1111/appy.12494","DOIUrl":"10.1111/appy.12494","url":null,"abstract":"<p>“Show me a sane man and I will cure him for you.”—Carl Jung. Essentially, Jung was saying that a sane man does not exist. Emotional problems and difficulties are present in a benign form in the vast majority of people. Therefore, psychiatric education should focus on the very common nature of mental and emotional problems. Training of psychiatrists to provide the best quality care and conduct the highest quality research continues to remain a priority across the globe. The treatment and training gaps in many countries continue despite the sustained efforts at improving these, especially in low- and middle-income (LAMI) countries. Although many LAMI countries have improved curricula for undergraduate and postgraduate training, yet the treatment and training gap continues. This article will look to explore education and training in psychiatry in some of the South Asian countries with a special focus on India.</p>","PeriodicalId":8618,"journal":{"name":"Asia‐Pacific Psychiatry","volume":"13 4","pages":""},"PeriodicalIF":3.5,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39698796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing competency-based medical education curriculum in undergraduate psychiatric training in India: Opportunities and challenges","authors":"Sreeja Sahadevan MD,&nbsp;Neetu Kurian MD,&nbsp;Anu Mary Mani MD,&nbsp;Manohar Rao Kishor MD,&nbsp;Vikas Menon MD","doi":"10.1111/appy.12491","DOIUrl":"10.1111/appy.12491","url":null,"abstract":"<p>Medical education in India is undergoing a landmark transformation under the National Medical Commission implementing competency-based medical education (CBME). The CBME approach intends to ensure that medical graduates acquire the competencies needed to fulfill the health needs of the patient and society. This outcome-based approach shifts the focus from the traditional knowledge-based training to skill-based training valued on attitude, ethics, and communication (AETCOM) competencies. CBME thus aims to create medical professionals capable of providing holistic care with compassion and excellence embracing the global trends. The opportunity posed by the CBME should be utilized to sensitize and create interest among the learners about the science and scope of psychiatry. However, there are many challenges in the successful implementation of CBME, which have to be identified and addressed on time for serving the purpose. A basic tenet in CBME is to continue training until the desired competencies are achieved; in other words, to de-emphasize time-based learning. Moreover, the current COVID 19 pandemic is posing a significant influence on the execution of CBME implemented in August 2019. Online platforms could have several advantages in assisting the implementation of CBME; they provide an alternative to continue teaching–learning and assessment during these times and allow learners with the flexibility to learn at their own pace. In this article, we discuss the opportunities, including digital platforms and challenges to be overcame as well as the need for training the faculty toward assimilating the curriculum in the undergraduate psychiatric training.</p>","PeriodicalId":8618,"journal":{"name":"Asia‐Pacific Psychiatry","volume":"13 4","pages":""},"PeriodicalIF":3.5,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39698797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education and training in psychiatry in low- and middle-income countries during and after the COVID-19 pandemic","authors":"Andrea Fiorillo MD, PhD,&nbsp;Afzal Javed MD","doi":"10.1111/appy.12500","DOIUrl":"10.1111/appy.12500","url":null,"abstract":"The World Psychiatric Association (WPA) is the largest scientific association in the mental health field, bringing together more than 250 000 psychiatrists from all over the world. It was first established in 1950, with the main aim to organize world psychiatric conferences (Fuss et al., 2019; Giallonardo, 2019; Kallivayalil, 2019; Perris, 2020; Sartorius & Sartorius, 2020). Along the decades, the association has broadened its scope to encompass educational (www.wpanet.org; Kutcher & Wei, 2020), scientific (Botbol, 2019, 2020), ethical (Herrman, 2019b), and clinical domains (Reynolds, 2020), with the final aim to improve psychiatric care for people with mental disorders (Herrman, 2019, 2020; Kallivayalil, 2020a, 2020b; Wasserman & Future, 2021) and professional development of psychiatrists (Javed, 2020; Pinto da Costa, 2020; Pinto da Costa et al., 2019). The attention devoted to education is witnessed by the presence of a Secretary for Education in the Executive Committee, whose role is to coordinate the educational activities of the WPA and to work with WPA Zonal Representatives, Member Societies, and the Secretaries of Sections and Meetings to ensure the dissemination of educational programs (Ng, 2020; Ng et al., 2019). Moreover, a specific Section on Education in Psychiatry was established in 1970, being one of the oldest WPA Scientific Sections (Fiorillo et al., 2013; Schulze, 2020a; Schulze, 2020b). The WPA has also an educational portal on its website (www. wpanet.org), with several materials for educators and trainees. All 70 WPA Scientific Sections are interested in education, covering basically all mental disorders (Cohen et al., 2019), therapeutic approaches (Linardon et al., 2019; Naeem et al., 2020), at-risk populations (Bertelli et al., 2020; Wasserman et al., 2021), and diagnostic techniques (Giordano & Borgwardt, 2019; Torous et al., 2020). In this special issue of Asia-Pacific Psychiatry, the WPA Section on Education in Psychiatry has collected contributions from researchers and scholars from different parts of the world, specifically focusing on the quality of training in lowand middle-income countries (LMICs) (Kallyvayallil & Enara, 2021). This issue includes also the views of early career psychiatrists on difficulties and advantages of being trained in psychiatry in LMICs (El Halabi et al., 2021; Mihai et al., 2021; Giurgiuca et al., 2021; Sahadevan et al., 2021). A specific paper deals with education on addiction psychiatry, a neglected topic in the scientific literature, but which is particularly relevant for psychiatric practice in LMICs (Balhara et al., 2021). The impact of the COVID-19 pandemic on training and education in psychiatry (Fiorillo & Gorwood, 2020; Gorwood & Fiorillo, 2021; Kuzman et al., 2020; Wasserman et al., 2020), which has been particularly significant in LMICs (Banerjee et al., 2020; De Sousa et al., 2020; Javed et al., 2021), has been further analyzed by Kalayasiri and Wainipitapong (2021). The results ","PeriodicalId":8618,"journal":{"name":"Asia‐Pacific Psychiatry","volume":"13 4","pages":""},"PeriodicalIF":3.5,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/appy.12500","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39698964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Training the trainers: Finding new educational opportunities in the virtual world","authors":"Franziska Baessler MD, MME,&nbsp;Norman Sartorius MD, PhD, FRCPsych,&nbsp;Afzal Javed MD,&nbsp;Allan Tasman MD, DFAPA, FRCPsych,&nbsp;Bulent Coskun MD, MPH,&nbsp;Dorota Frydecka MD, PhD,&nbsp;Olga Kazakova MD, PhD,&nbsp;Gaia Sampogna MD, PhD,&nbsp;Olena Zhabenko MD, PhD,&nbsp;Katja Koelkebeck MD, MME,&nbsp;Cenan Hepdurgun MD,&nbsp;Ali Zafar MA, MSc,&nbsp;Andrea Fiorillo MD, PhD","doi":"10.1111/appy.12499","DOIUrl":"10.1111/appy.12499","url":null,"abstract":"<p>The COVID-19 pandemic has disrupted scientific gatherings and conferences, opening up opportunities for virtual learning platforms. Realizing the potential of online academic exchanges, the World Psychiatric Association (WPA) also developed virtual avenues and information systems for capacity building of mental health professionals across the world. Among its first such initiatives, the WPA organized a virtual Train the Trainers workshop, where 123 psychiatrists, psychiatric trainees, and educators from 45 countries participated. The innovative and interactive workshop allowed participants to get to know each other, exchange educational and professional experiences, and ask questions or receive advice from experts. Keynote speakers, including WPA President Prof. Afzal Javed and Prof. Norman Sartorius, stressed upon the importance of finding innovative solutions in psychiatry training and the need to improve teaching and training in the field of psychiatry, especially in the provision of leadership and communication skills. Online training methods can provide easy access to academics and students while reducing the organizational and logistical costs. They have the potential to improve educational equality and allow the voice of the underprivileged scientists to be heard across the globe. The devastating impact on access to mental health services during COVID-19 underscores the urgent need for online training, particularly in countries where the ratio of psychiatrists to patients is inadequate and doctors concentrate more on treatment than on research and education. Virtual educational interventions could prove incredibly useful in the future just as they are being successfully utilized in local and regional contexts during the pandemic.</p>","PeriodicalId":8618,"journal":{"name":"Asia‐Pacific Psychiatry","volume":"13 4","pages":""},"PeriodicalIF":3.5,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/appy.12499","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39699349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Training and education in digital psychiatry: A perspective from Asia-Pacific region","authors":"Laura Orsolini MD,&nbsp;Chonnakarn Jatchavala MD,&nbsp;Isa Multazam Noor MD,&nbsp;Ramdas Ransing MD,&nbsp;Yuto Satake MD,&nbsp;Sheikh Shoib MD,&nbsp;Bigya Shah MD,&nbsp;Irfan Ullah MD,&nbsp;Umberto Volpe MD, PhD","doi":"10.1111/appy.12501","DOIUrl":"10.1111/appy.12501","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Digital mental health interventions and digital psychiatry have been rapidly implemented over the past decade, particularly with the intent to offer a cost-effective solution in those circumstances in which the current mental health services and infrastructure are not able to properly accommodate the patients' needs. However, mental health workforce is often poorly theoretical/practical trained in digital psychiatry and in delivering remote consultations safely and effectively, not being common to own curricula-specific training requirements in digital psychiatry and skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A web-based international cross-sectional survey was carried out by a working group constituted by one or two national representative(s) of each WHO South-East Asia and Western Pacific Regions (APAC), with the aim to evaluate the level of training, knowledge, experience, and perception regarding the topic of digital psychiatry in a sample constituted by medical students, psychiatry trainees, and early career psychiatrists from APAC.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>An overall lack of theoretical and/or practical training on new digital tools and digital health interventions in psychiatry was observed. The level of training influences knowledge background, which, in turns, influences young professionals' perceptions and opinions regarding digital psychiatry and interventions in mental health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Implementing psychiatry training programs may significantly improve the level of knowledge and use of digital tools in mental healthcare. Moreover, mental health services and infrastructures should be properly adapted to the digital era, considering the overall weak and heterogeneous technical support and equipment, issues of internet connectivity, and other administrative-related challenges observed in APAC.</p>\u0000 </section>\u0000 </div>","PeriodicalId":8618,"journal":{"name":"Asia‐Pacific Psychiatry","volume":"13 4","pages":""},"PeriodicalIF":3.5,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9285069/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39788120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}