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Bhugra D, Smith A, Ventriglio A, Hermans MHM, Ng R, Javed A, Chumakov E, Kar A, Ruiz R, Oquendo M, Chisolm MS, Werneke U, Suryadevara U, Jibson M, Hobbs J, Castaldelli-Maia J, Nair M, Seshadri S, Subramanyam A, Patil N, Chandra P, Liebrenz M. World Psychiatric Association-Asian Journal of Psychiatry Commission on Psychiatric Education in the 21st century. Asian J Psychiatr 2023; 88:103739. [PMID: 37619422 DOI: 10.1016/j.ajp.2023.103739] [Citation(s) in RCA: 13] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Accepted: 08/10/2023] [Indexed: 08/26/2023]
Abstract
Psychiatric practice faces many challenges in the first quarter of 21st century. Society has transformed, as have training requirements and patient expectations, underlining an urgent need to look at educational programmes. Meanwhile, awareness has grown around psychiatric disorders and there are evolving workforce trends, with more women going to medical school and specialising in psychiatry. Trainee psychiatrists carry different expectations for work-life balance and are increasingly becoming conscious of their own mental health. A tendency to see health as a commodity and the litigious nature of society has elicited additional pressures for healthcare professionals. Cartesian mind-body dualism has created further complexity and this can often be frustrating for patients and care-partners alike. In many cultures across Asia and beyond, patients can present with physical symptoms to express underlying psychological distress with increasing physical investigations. Simultaneously, in various countries, a shift from asylums to community-based interventions and then home treatments have changed psychiatric care in remarkable ways. These changes have added to pressures faced by mental healthcare professionals. However, trainees and other mental healthcare professionals continue to receive similar training as they did a generation ago. The tensions and differences in ideology/orientation between different branches of psychiatry have made responses to patient needs challenging. Recognising that it is difficult to predict the future, this World Psychiatric Association-Asian Journal of Psychiatry Commission makes recommendations that could help institutions and individuals enhance psychiatric education. This Commission draws from existing resources and recent developments to propose a training framework for future psychiatrists.
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Affiliation(s)
- Dinesh Bhugra
- Institute of Psychiatry, Psychology and Neurosciences, Kings College, London SE5 8AF, UK.
| | - Alexander Smith
- Department of Forensic Psychiatry, University of Bern, Bern, Switzerland
| | | | | | - Roger Ng
- Secretary for Education, WPA, Geneva, Switzerland
| | - Afzal Javed
- World Psychiatric Association, Geneva. Switzerland. Fountain House, Lahore. Pakistan
| | - Egor Chumakov
- Department of Psychiatry & Addiction, St Petersburg State University, St Petersburg, Russia
| | - Anindya Kar
- Advanced Neuropsychiatry Institute, Kolkata, India
| | - Roxanna Ruiz
- University of Francisco Moaroquin, Guatemala City, Guatemala
| | - Maria Oquendo
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, United States
| | | | - Ursula Werneke
- Department of Clinical Sciences, Psychiatry, Umeå University, Sunderby Research Unit, Umeå, Sweden
| | - Uma Suryadevara
- Geriatric Division, Department of Psychiatry, University of Florida, Gainesville, United States
| | - Michael Jibson
- Department of Psychiatry, University of Michigan, Ann Arbor, United States
| | - Jacqueline Hobbs
- Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, United States
| | | | - Muralidharan Nair
- Department of Neurology, Sree Chitra Tirunal Institute for Medical Sciences and Technology, Thiruvananthapuram, Kerala 695011, India
| | - Shekhar Seshadri
- Department of Child Psychiatry, National Institute of Mental Health and Neurosciences, Bengaluru, Karnataka 560029, India
| | - Alka Subramanyam
- Department of Psychiatry, Topiwala Nair Medical College, Mumbai, Maharashtra 400008, India
| | - Nanasaheb Patil
- Department of Psychiatry, J.N. Medical College, Belgavi, Karnataka 590010, India
| | - Prabha Chandra
- Behavioral Sciences, National Institute of Mental Health and Neurosciences, Bengaluru 560029, India
| | - Michael Liebrenz
- Department of Forensic Psychiatry, University of Bern, Bern, Switzerland
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Lu SY, Ren XP, Xu H, Han D. Improving self-directed learning ability of medical students using the blended teaching method: a quasi-experimental study. BMC MEDICAL EDUCATION 2023; 23:616. [PMID: 37644528 PMCID: PMC10466847 DOI: 10.1186/s12909-023-04565-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Accepted: 08/03/2023] [Indexed: 08/31/2023]
Abstract
BACKGROUND Self-directed learning (SDL) is one of the most important abilities for medical students in terms of their future clinical medical practice. During the blended teaching process, teachers can design a variety of learning activities to cultivate students' SDL abilities. This study aimed to assess the differences between the SDL abilities of medical students using blended and traditional didactic teaching. METHODS This study included 239 medical students from eight administrative classes. The students were divided into two groups: (1) the experimental group (EG), which included 119 students from four administrative classes, and (2) the control group (CG), which included 120 students from the remaining four classes. From February to July 2022, blended teaching methods were applied to the EG group, and SDL abilities were assessed in comparison to the CG group receiving traditional didactic teaching methods. RESULTS At the end of the semester, significant differences (p < 0.05) were observed between EG and CG in all six SDL ability factors. Furthermore, when k-means cluster analysis was used to analyze the learning behavior of students in the EG after classifying them as comprehensive, interactive, and passive types, significant differences were observed in all six Self-directed learning factors of students with the comprehensive type, whereas significant differences were observed in four factors (setting learning goals and plans, self-monitoring and regulation, information processing, and communication and cooperation) of students with the interactive type. For students with passive type, only one factor of SDL (information processing) showed significant improvement. There were on differences between comprehensive, interactive, and passive types of CG. CONCLUSION The blended teaching approach is better than the conventional didactic teaching for cultivating clinical medical students' SDL abilities.
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Affiliation(s)
- Si Ying Lu
- Department of Clinical Medicine, Jiaxing University Medical College, Jiaxing, 314001, Zhejiang, China
| | - Xiang Peng Ren
- Department of Biochemistry and Molecular Biology, Jiaxing University Medical College, Jiaxing, 314001, Zhejiang, China
| | - Huang Xu
- Department of Biochemistry and Molecular Biology, Jiaxing University Medical College, Jiaxing, 314001, Zhejiang, China.
| | - Dong Han
- Department of Biochemistry and Molecular Biology, Jiaxing University Medical College, Jiaxing, 314001, Zhejiang, China.
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Orsolini L, Jatchavala C, Noor IM, Ransing R, Satake Y, Shoib S, Shah B, Ullah I, Volpe U. Training and education in digital psychiatry: A perspective from Asia-Pacific region. Asia Pac Psychiatry 2021; 13:e12501. [PMID: 34873845 PMCID: PMC9285069 DOI: 10.1111/appy.12501] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/06/2021] [Accepted: 10/06/2021] [Indexed: 12/18/2022]
Abstract
BACKGROUND 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. METHODS 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. RESULTS 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. CONCLUSION 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.
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Affiliation(s)
- Laura Orsolini
- Unit of Clinical Psychiatry, Department of Clinical Neurosciences/DIMSC, School of Medicine, Polytechnic University of Marche, Ancona, Italy
| | | | | | - Ramdas Ransing
- Department of Psychiatry, BKL Walawalkar Rural Medical College, Ratnagiri, Maharashtra, India
| | - Yuto Satake
- Department of Psychiatry, Course of Integrated Medicine, Osaka University Graduate School of Medicine, Osaka, Japan
| | - Sheikh Shoib
- Department of Psychiatry, Jawahar Lal Nehru Memorial Hospital (JLNMH), Srinagar, Jammu and Kashmir, India
| | - Bigya Shah
- Department of Psychiatry, Patan Academy of Health Sciences, School of Medicine, Lalitpur, Nepal
| | - Irfan Ullah
- Kabir Medical College, Gandhara University, Peshawar, Pakistan
| | - Umberto Volpe
- Unit of Clinical Psychiatry, Department of Clinical Neurosciences/DIMSC, School of Medicine, Polytechnic University of Marche, Ancona, Italy
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Balhara YPS, Sharma P, Chawla N. Education and training on addiction psychiatry in low and middle income countries: Observations from existing literature and recommendations going ahead. Asia Pac Psychiatry 2021; 13:e12492. [PMID: 34873858 DOI: 10.1111/appy.12492] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Accepted: 09/29/2021] [Indexed: 01/15/2023]
Abstract
BACKGROUND 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. AIMS 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. MATERIALS AND METHODS 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. RESULTS We were able to identify a total of 11 relevant articles. DISCUSSION Currently there is limited published literature on education and training on addiction psychiatry from the LMICs. CONCLUSIONS 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.
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Affiliation(s)
- Yatan Pal Singh Balhara
- National Drug Dependence Treatment Center and Department of Psychiatry, All India Institute of Medical Sciences (AIIMS), New Delhi
| | - Pawan Sharma
- Department of Psychiatry, School of Medicine, Patan Academy of Health Sciences, Lalitpur, Nepal
| | - Nishtha Chawla
- NIHR-Global Research Group on Psychosis Outcomes-WIC Programme, All India Institute of Medical Sciences, New Delhi, India
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Ouanes S, Larnaout A, Jouini L. Use of modern technology in psychiatry training in a middle-income country. Asia Pac Psychiatry 2021; 13:e12496. [PMID: 34873857 DOI: 10.1111/appy.12496] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Accepted: 09/29/2021] [Indexed: 02/04/2023]
Abstract
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.
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Affiliation(s)
- Sami Ouanes
- Department of Psychiatry, Razi University Hospital, Manouba, Tunisia.,Department of Psychiatry, Hamad Medical Corporation, Doha, Qatar
| | - Amine Larnaout
- Department of Psychiatry, Razi University Hospital, Manouba, Tunisia
| | - Lamia Jouini
- Department of Psychiatry, Razi University Hospital, Manouba, Tunisia.,Department of Psychiatry and Psychotherapy, Valais Hospital, Valais, Switzerland
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Fiorillo A, Javed A. Education and training in psychiatry in low- and middle-income countries during and after the COVID-19 pandemic. Asia Pac Psychiatry 2021; 13:e12500. [PMID: 34873838 DOI: 10.1111/appy.12500] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/06/2021] [Accepted: 10/06/2021] [Indexed: 12/22/2022]
Affiliation(s)
- Andrea Fiorillo
- Department of Psychiatry, University of Campania "L. Vanvitelli", Naples, Italy.,Chair, WPA Section on Education in Psychiatry, World Psychiatric Association
| | - Afzal Javed
- WPA President, World Psychiatric Association (WPA), Geneva, Switzerland
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Giurgiuca A, Giurgi-Oncu C, Matei VP. Training and retaining mental health professionals: The Romanian experience in the European Union. Asia Pac Psychiatry 2021; 13:e12498. [PMID: 34873851 DOI: 10.1111/appy.12498] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Accepted: 09/29/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND Romania has been a member of the European Union since 2007. According to the World Health Organization, the national burden of mental disorders is high, with 2743.69 disability-adjusted life years per 100.000 population. Moreover, in a country of 19 million people, Romania's mental health system is currently functioning at capacity, with 5.66 adult psychiatrists/100.000 population and only 0.56 child and adolescent psychiatry (CAP) doctors per 100.000 population. METHOD we conducted a simple narrative review of the current literature on the topic of training of psychiatry trainees in Romania. RESULTS Undergraduate training consists of only 4 weeks of clinical and theoretical work for adult and CAP. Psychiatry postgraduate training lasts 5 years and is still duration-oriented. Psychiatric trainees mostly spend their clinical work in inpatient units due to the scarcity of other services or the lack of integration of training programs in the existing psychiatric services. Theoretical training is not nationally formalized, and, during training, yearly assessments tend to be neglected. An ongoing challenge in Romania has been retaining young career psychiatrists. CONCLUSION Although in a trend toward improvement of health services, "brain drain" has been and continues to be a massive phenomenon among Romanian psychiatrists, mainly driven to Western-European countries due to financial reasons, various shortcomings in overall infrastructure, and because of the lack of continuous professional and personal development opportunities. As the world is currently facing an unprecedented mental health crisis, steps must be taken to improve psychiatric training, retain psychiatrists in Romania, and provide better national mental health services.
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Affiliation(s)
- Ana Giurgiuca
- Department of Clinical Neuroscience, Discipline of Psychiatry, The "Carol Davila" University of Medicine and Pharmacy, Bucharest, Romania
| | - Catalina Giurgi-Oncu
- Department of Neuroscience, Discipline of Psychiatry, The "Victor Babes" University of Medicine and Pharmacy, Timisoara, Romania
| | - Valentin Petre Matei
- Department of Clinical Neuroscience, Discipline of Psychiatry, The "Carol Davila" University of Medicine and Pharmacy, Bucharest, Romania
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Kallivayalil RA, Enara A. Education and training in psychiatry in South Asian countries. Asia Pac Psychiatry 2021; 13:e12494. [PMID: 34873853 DOI: 10.1111/appy.12494] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Accepted: 09/29/2021] [Indexed: 11/28/2022]
Abstract
"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.
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Affiliation(s)
- Roy Abraham Kallivayalil
- Department of Psychiatry, Pushpagiri Institute of Medical Sciences and Research Centre, Thiruvalla, Kerala, India
| | - Arun Enara
- Department of Psychiatry, Hertfordshire Partnership Foundation NHS Trust, Hertfordshire, UK
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Mihai A, Trandafir SM, Duica L, Mihai A, Lungu C, Pirlog MC. Romanian psychiatric residents' opinions on factors that influence their decision to emigrate: A 5-year follow-up study. Asia Pac Psychiatry 2021; 13:e12507. [PMID: 34967116 DOI: 10.1111/appy.12507] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/11/2021] [Accepted: 12/11/2021] [Indexed: 11/30/2022]
Abstract
INTRODUCTION To evaluate the situation of migration of psychiatrists from Romania and a prioritization exercise of main factors related with psychiatric residents' decision to emigrate could be a starting point of elaboration of a strategy of reforms. Important changes have been done in economic status of residents in 2018. The impact of these measures in changing opinions was checked. METHODS This is a cross sectional evaluation study on a randomized selected sample of Romanian psychiatric residents' opinions on factors that influence decision of migration in EU countries in two time points, 2015 and 2020. RESULTS Thirty-eight percent of residents intend to work abroad comparing with 78% before the economic changes (25.8% vs. 71.7% for a limited period of time and 15.7% vs. 28.3% intend to emigrate) and 2% vs. 5% intend to leave the specialty. The important factors for decision to emigrate changed from "Better working conditions" (15.7% vs. 37.3% residents) to "Better training"; the factor "respect and appreciation by colleagues" remained important for 19.1% versus 17.9%. "Lack of working place for partner" was considered by 26.7% of responders as an important disadvantage of working abroad. "Being far from family members", which was considered 5 years ago by 64.2% of responders as an important disadvantage of working abroad, nowadays concerns only 6.7%, probably because it seems easier to go abroad together with the family members. CONCLUSIONS The factors (better training in psychiatry and psychotherapy, better supervision, more involvement in research) that influence the residents' decision to emigrate represent the starting points for future reforms in educational and medical system in psychiatry.
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Affiliation(s)
- Adriana Mihai
- George Emil Palade University of Medicine, Pharmacy, Science and Technology, Targu Mures, Romania
| | | | - Lavinia Duica
- Faculty of Medicine, University Lucian Blaga of Sibiu, Sibiu, Romania
| | - Alex Mihai
- County Clinical Emergency Hospital Cluj Napoca, Cluj Napoca, Romania
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Sampogna G, Fiorillo A, Wasserman D. How to improve the quality of World Psychiatric Association educational activities? Results from an online survey with World Psychiatric Association zonal representatives. Asia Pac Psychiatry 2021; 13:e12497. [PMID: 34873846 DOI: 10.1111/appy.12497] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Accepted: 09/29/2021] [Indexed: 12/26/2022]
Abstract
INTRODUCTION 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. METHODS 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. RESULTS 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%). CONCLUSIONS 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.
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Affiliation(s)
- Gaia Sampogna
- Department of Psychiatry, University of Campania "L. Vanvitelli", Naples, Italy
| | - Andrea Fiorillo
- Department of Psychiatry, University of Campania "L. Vanvitelli", Naples, Italy.,Chair WPA Section on Education in Psychiatry, World Psychiatric Association, Geneva, Switzerland
| | - Danuta Wasserman
- National Centre for Suicide Research and Prevention of Mental Ill-Health, Karolinska Institutet, Stockholm, Sweden.,WPA President Elect, World Psychiatric Association, Geneva, Switzerland
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Baessler F, Sartorius N, Javed A, Tasman A, Coskun B, Frydecka D, Kazakova O, Sampogna G, Zhabenko O, Koelkebeck K, Hepdurgun C, Zafar A, Fiorillo A. Training the trainers: Finding new educational opportunities in the virtual world. Asia Pac Psychiatry 2021; 13:e12499. [PMID: 34873842 DOI: 10.1111/appy.12499] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Accepted: 10/05/2021] [Indexed: 01/11/2023]
Abstract
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.
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Affiliation(s)
- Franziska Baessler
- Center for Psychosocial Medicine, Department of General, Internal and Psychosomatic Medicine, Heidelberg University Hospital, Heidelberg, Germany.,Heidelberg Academy of Sciences and Humanities, Heidelberg, Germany
| | - Norman Sartorius
- Association for the Improvement of Mental Health Programmes (AMH), Geneva, Switzerland
| | - Afzal Javed
- Pakistan Psychiatric Research Centre, Fountain House, Lahore, Pakistan
| | - Allan Tasman
- Department of Psychiatry and Behavioural Sciences, University of Louisville, Louisville, Kentucky, USA
| | - Bulent Coskun
- Association for Community Mental Health Promotion, Kocaeli, Turkey
| | - Dorota Frydecka
- Department of Psychiatry, Wroclaw Medical University, Wroclaw, Poland
| | - Olga Kazakova
- Master's Programme in Public Health, Faculty of Medicine, Lund University, Lund, Sweden
| | - Gaia Sampogna
- Department of Psychiatry, University of Campania L. Vanvitelli, Naples, Italy
| | | | - Katja Koelkebeck
- LVR-Hospital Essen, Department of Psychiatry and Psychotherapy, Medical Faculty, University of Duisburg-Essen, Essen, Germany
| | - Cenan Hepdurgun
- Department of Psychiatry, School of Medicine, Ege University, Izmir, Turkey
| | - Ali Zafar
- Center for Psychosocial Medicine, Department of General, Internal and Psychosomatic Medicine, Heidelberg University Hospital, Heidelberg, Germany.,Heidelberg Academy of Sciences and Humanities, Heidelberg, Germany
| | - Andrea Fiorillo
- Department of Psychiatry, University of Campania L. Vanvitelli, Naples, Italy
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Sahadevan S, Kurian N, Mani AM, Kishor MR, Menon V. Implementing competency-based medical education curriculum in undergraduate psychiatric training in India: Opportunities and challenges. Asia Pac Psychiatry 2021; 13:e12491. [PMID: 34873854 DOI: 10.1111/appy.12491] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Accepted: 09/29/2021] [Indexed: 01/08/2023]
Abstract
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.
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Affiliation(s)
- Sreeja Sahadevan
- Specialist Learning Disability Service, Hertfordshire Partnership University NHS Foundation Trust, Stevenage, England, United Kingdom
| | - Neetu Kurian
- Department of Psychiatry, Malankara Orthodox Syrian Church Medical College, Kolenchery, Kerala, India
| | - Anu Mary Mani
- Department of Psychiatry, Amala Institute of Medical Sciences, Thrissur, Kerala, India
| | - Manohar Rao Kishor
- Department of Psychiatry, JSS Medical College & Hospital, JSS Academy of Higher Education and Research (JSSAHER ), Mysuru, Karnataka, India
| | - Vikas Menon
- Department of Psychiatry, Jawaharlal Institute of Postgraduate Medical Education and Research (JIPMER), Puducherry, India
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Sampogna G, Elkholy H, Baessler F, Coskun B, Pinto da Costa M, Ramalho R, Riese F, Fiorillo A. Undergraduate psychiatric education: current situation and way forward. BJPsych Int 2021; 19:34-36. [PMID: 35532467 PMCID: PMC9046837 DOI: 10.1192/bji.2021.48] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2021] [Revised: 07/28/2021] [Accepted: 08/05/2021] [Indexed: 11/27/2022] Open
Abstract
Undergraduate psychiatric education is essential for the training of medical students and for their recruitment into psychiatry. A significant shortage of graduates choosing a career in psychiatry has been recently documented, and this trend might have many causes. When medical students have positive experiences of teaching, elective placements and exposure to psychiatric patients, their attitudes towards psychiatry are significantly better. Therefore, there is a need to improve the quality of undergraduate training courses in psychiatry. Innovative teaching strategies are suggested, including the use of movies, virtual reality, simulated patients and multiprofessional training wards.
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Fiorillo A, Bhui KS, Stein D, Okasha T, Ndetei D, Lam LC, Murthy P, Azeem MW, Javed A. The 2021-2024 Work Plan of WPA Collaborating Centres. World Psychiatry 2021; 20:457. [PMID: 34505383 PMCID: PMC8429313 DOI: 10.1002/wps.20917] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/22/2022] Open
Affiliation(s)
- Andrea Fiorillo
- Department of PsychiatryUniversity of Campania “L. Vanvitelli”NaplesItaly
| | - Kamaldeep S. Bhui
- Department of Psychiatry & Nuffield Department of Primary Care Health Sciences, University of OxfordOxfordUK
| | - Dan J. Stein
- Department of Psychiatry, University of Cape TownCape TownSouth Africa
| | - Tarek Okasha
- Okasha Institute of Psychiatry, Faculty of Medicine, Ain Shams UniversityCairoEgyptUSA
| | - David Ndetei
- Department of Psychiatry, University of Nairobi and Africa Mental Health Research and Training FoundationNairobiKenya
| | - Linda C.W. Lam
- Department of Psychiatry, Chinese University of Hong KongHong Kong
| | - Pratima Murthy
- Department of Psychiatry, National Institute of Mental Health and Neurosciences (NIMHANS)BangaloreIndia
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Fiorillo A, Sampogna G, Elkholy H, Tasman A. Updates from the WPA Section on Education in Psychiatry. World Psychiatry 2021; 20:149-150. [PMID: 33432750 PMCID: PMC7801838 DOI: 10.1002/wps.20835] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/31/2023] Open
Affiliation(s)
- Andrea Fiorillo
- Department of PsychiatryUniversity of Campania “L. Vanvitelli”NaplesItaly
| | - Gaia Sampogna
- Department of PsychiatryUniversity of Campania “L. Vanvitelli”NaplesItaly
| | - Hussien Elkholy
- Department of Neurology and Psychiatry, Faculty of MedicineAin Shams UniversityCairoEgypt
| | - Allan Tasman
- Department of Psychiatry and Behavioral SciencesUniversity of Louisville School of MedicineLouisvilleKYUSA
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Sampogna G, Lovisi GM, Zinno F, Del Vecchio V, Luciano M, Gonçalves Loureiro Sol É, Unger RJG, Ventriglio A, Fiorillo A. Mental Health Disturbances and Related Problems in Italian University Medical Students from 2000 to 2020: An Integrative Review of Qualitative and Quantitative Studies. MEDICINA (KAUNAS, LITHUANIA) 2020; 57:medicina57010011. [PMID: 33374475 PMCID: PMC7823352 DOI: 10.3390/medicina57010011] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/26/2020] [Revised: 12/21/2020] [Accepted: 12/22/2020] [Indexed: 11/16/2022]
Abstract
Background and objectives: The presence of mental health problems in the population of medical students in Italy has been evaluated in several cross-sectional studies, which have used different methodologies and study designs. However, a global overview of the prevalence of mental health problems in Italian medical students is not available, although this would be essential for promoting preventive strategies and supportive treatments. Materials and Methods: An integrative review aiming to describe the prevalence of mental health problems in Italian medical students has been performed. Results: The most relevant findings are the high prevalence of substance use, in particular alcohol and nicotine, and of depressive and anxiety disorders in Italian medical students. In particular, substance use ranges from 13 to 86%, which is higher compared to Italian students coming from other faculties. Italian medical students show a high rate of smoking and of depressive symptoms of about 20%. Conclusions: Our findings highlight the need to develop appropriate supportive interventions for the medical student population, which are rarely provided and implemented among the routine activities of Italian medical universities. A relevant aspect to be considered is the stigma and anticipated discrimination attached to mental disorders, which reduce the help-seeking process in medical students.
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Affiliation(s)
- Gaia Sampogna
- Department of Psychiatry, University of Campania “L. Vanvitelli”, 80138 Naples, Italy; (F.Z.); (V.D.V.); (M.L.); (A.F.)
- Correspondence: ; Tel.: +39-081-566-6531
| | - Giovanni Marcos Lovisi
- Institute of Studies in Collective Health—Federal University of Rio de Janeiro, Rio de Janeiro 21941-901, Brazil; (G.M.L.); (É.G.L.S.); (R.J.G.U.)
| | - Francesca Zinno
- Department of Psychiatry, University of Campania “L. Vanvitelli”, 80138 Naples, Italy; (F.Z.); (V.D.V.); (M.L.); (A.F.)
| | - Valeria Del Vecchio
- Department of Psychiatry, University of Campania “L. Vanvitelli”, 80138 Naples, Italy; (F.Z.); (V.D.V.); (M.L.); (A.F.)
| | - Mario Luciano
- Department of Psychiatry, University of Campania “L. Vanvitelli”, 80138 Naples, Italy; (F.Z.); (V.D.V.); (M.L.); (A.F.)
| | - Érika Gonçalves Loureiro Sol
- Institute of Studies in Collective Health—Federal University of Rio de Janeiro, Rio de Janeiro 21941-901, Brazil; (G.M.L.); (É.G.L.S.); (R.J.G.U.)
| | - Roberto José Gervásio Unger
- Institute of Studies in Collective Health—Federal University of Rio de Janeiro, Rio de Janeiro 21941-901, Brazil; (G.M.L.); (É.G.L.S.); (R.J.G.U.)
| | - Antonio Ventriglio
- Department of Clinical and Experimental Medicine, University of Foggia, 71100 Foggia, Italy;
| | - Andrea Fiorillo
- Department of Psychiatry, University of Campania “L. Vanvitelli”, 80138 Naples, Italy; (F.Z.); (V.D.V.); (M.L.); (A.F.)
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Herrman H. The practice of psychiatry in health care and sustainable development: progress on the WPA Action Plan 2017-2020. World Psychiatry 2020; 19:256-257. [PMID: 32394553 PMCID: PMC7215063 DOI: 10.1002/wps.20750] [Citation(s) in RCA: 38] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/24/2023] Open
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Abstract
Mental health disorders cause a large burden on global public health, with many patients living years with the disability. However, many doctors are ill-equipped to treat mental health disorders given inadequate training during their undergraduate years. In some countries, psychiatry is even considered an elective course rather than a core module. There is, therefore, a pressing need to improve the training of medical students in managing mental health disorders. Measures need to be implemented to attract students to choose psychiatry as their career. Given the developments in the fields and the challenges currently faced by trainees and early career psychiatrists, changes may also be made to the training programme in the postgraduate stage to unify the variations across the world in terms of the training duration and format. This paper will describe the ways that undergraduate and postgraduate psychiatry training may be ameliorated to improve the delivery of mental healthcare around the world and to equip doctors to face challenges in the future.
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Affiliation(s)
- Keith Hariman
- Department of General Adult Psychiatry, Castle Peak Hospital, Hong Kong, China
| | | | - Mariana Pinto da Costa
- Hospital de Magalhães Lemos, Porto, Portugal.,Institute of Biomedical Sciences Abel Salazar (ICBAS), University of Porto, Porto, Portugal.,Unit for Social and Community Psychiatry (WHO Collaborating Centre for Mental Health Services Development), Queen Mary University of London, London, UK
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Schulze TG. The WPA Education, Science, Publication, and Research Initiative (ESPRI): jumpstarting scientific projects in low- and middle-income countries. World Psychiatry 2020; 19:123-124. [PMID: 31922685 PMCID: PMC6953573 DOI: 10.1002/wps.20709] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/24/2023] Open
Affiliation(s)
- Thomas G Schulze
- WPA Secretary for Scientific Sections, University Hospital, LMU Munich, Munich, Germany
- Institute of Psychiatric Phenomics and Genomics (IPPG), University Hospital, LMU Munich, Munich, Germany
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Affiliation(s)
- Mariana Pinto da Costa
- Unit for Social and Community Psychiatry, Queen Mary University of London, London, UK,Institute of Biomedical Sciences Abel Salazar, University of Porto, Porto, Portugal; Hospital de Magalhães Lemos, Porto, Portugal
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Mongelli F, Georgakopoulos P, Pato MT. Challenges and Opportunities to Meet the Mental Health Needs of Underserved and Disenfranchised Populations in the United States. FOCUS (AMERICAN PSYCHIATRIC PUBLISHING) 2020; 18:16-24. [PMID: 32047393 PMCID: PMC7011222 DOI: 10.1176/appi.focus.20190028] [Citation(s) in RCA: 58] [Impact Index Per Article: 14.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
This article investigates the gap in access to and quality of mental health care in the United States. This work first discusses how minority populations are most affected by the treatment gap. It summarizes recent literature on the topic for better understanding the needs of psychiatrically underserved and disenfranchised populations and the causes of mental health disparities. It reviews some of the barriers to behavioral health care, including lack of insurance coverage, lack of community-based interventions, unequal access to evidence-based practices, stigma, mental health workforce shortages, and geographical maldistribution of providers. Second, it reviews opportunities to address these disparities. The article provides examples of effective interventions that researchers worldwide have already implemented to address the gap of mental health services within the collaborative care model and global mental health initiatives. Telepsychiatry and improvements in training of the mental health workforce are also listed as useful implementations to overcome the treatment gap for patients seeking mental health care.
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Affiliation(s)
- Francesca Mongelli
- Institute for Genomic Health, Department of Psychiatry, College of Medicine (Pato), and Institute for Genomic Health (Georgakopoulos), SUNY Downstate, Brooklyn, NY; Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy (Mongelli)
| | - Penelope Georgakopoulos
- Institute for Genomic Health, Department of Psychiatry, College of Medicine (Pato), and Institute for Genomic Health (Georgakopoulos), SUNY Downstate, Brooklyn, NY; Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy (Mongelli)
| | - Michele T Pato
- Institute for Genomic Health, Department of Psychiatry, College of Medicine (Pato), and Institute for Genomic Health (Georgakopoulos), SUNY Downstate, Brooklyn, NY; Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy (Mongelli)
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