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Abernathy K, Leppla I. Interdisciplinary Training of Agitation Management by the Proactive C-L Team Reaffirms "Service Recovery" and Maintenance of Optimism. J Acad Consult Liaison Psychiatry 2024:S2667-2960(24)00049-1. [PMID: 38723665 DOI: 10.1016/j.jaclp.2024.05.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Revised: 05/01/2024] [Accepted: 05/05/2024] [Indexed: 06/04/2024]
Affiliation(s)
- Karen Abernathy
- Johns Hopkins School of Medicine, Johns Hopkins Bayview Medical Center, Baltimore, MD
| | - Idris Leppla
- Johns Hopkins School of Medicine, Johns Hopkins Bayview Medical Center, Baltimore, MD.
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Dawson D, Bell SB, Hollman N, Lemens T, Obiozor C, Safo D, Manning T. Assaults and Microaggressions Against Psychiatric Residents: Findings from a US Survey. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2024:10.1007/s40596-024-01933-7. [PMID: 38291313 DOI: 10.1007/s40596-024-01933-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/06/2023] [Accepted: 01/02/2024] [Indexed: 02/01/2024]
Abstract
OBJECTIVES Psychiatric physicians may experience higher rates of assault than those in other fields. For many reasons, residents may be especially vulnerable. This study updates rates of assaults among US psychiatry residents as well as the reporting rates and emotional effects of these incidents. Little data exists to examine rates of microaggressions against psychiatry residents. METHODS A cross-sectional online survey was distributed through a national residency database via a snowball-sampling approach between June and September of 2021. The questionnaire asked about experiences of verbal, physical, and sexual assaults, as well as microaggressions and their impact. Descriptive analyses of the obtained data were conducted. RESULTS The survey was completed by 275 psychiatry residents from 29 states (63.6% women). At least one form of assault was experienced by 78.9% of participants with 74.5% experiencing verbal, 22.2% experiencing physical, and 6.2% experiencing sexual assault. At least one type of microaggression was experienced by 86.9% of trainees. Elevations in PTSD scores were seen in residents who identified as women and non-White and those physically injured or sexually assaulted. While 92.7% of residents stated their program provided training about assault, 25% of residents indicated they had no training on recognizing and responding to microaggressions. CONCLUSIONS Psychiatric residents experience widespread assault and microaggressions in the clinical setting but often do not report them. Due to the ubiquitous nature of these events, programs should provide training about early recognition and de-escalation techniques for agitation, responding effectively to microaggressions, and the importance of reporting events.
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Affiliation(s)
- Drew Dawson
- Oklahoma City Indian Clinic, Oklahoma City, OK, USA
| | - Sarah Beth Bell
- University of Oklahoma School of Community Medicine, Tulsa, OK, USA
| | - Nicholas Hollman
- University of Oklahoma School of Community Medicine, Tulsa, OK, USA
| | - Tara Lemens
- University of Oklahoma School of Community Medicine, Tulsa, OK, USA
| | | | - Danielle Safo
- University of Oklahoma School of Community Medicine, Tulsa, OK, USA
| | - Tessa Manning
- University of Oklahoma School of Community Medicine, Tulsa, OK, USA.
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Leppla I, Tobolowsky W, Patel S, Mahdanian A, Lobner K, Caufield-Noll C, Ponor IL, Roy D. Scoping Review on Educational Programs for Medical Professionals on the Management of Acute Agitation. J Acad Consult Liaison Psychiatry 2023; 64:457-467. [PMID: 37211211 DOI: 10.1016/j.jaclp.2023.05.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Revised: 05/09/2023] [Accepted: 05/14/2023] [Indexed: 05/23/2023]
Abstract
BACKGROUND Agitation is a common reason for psychiatric consultation in the general hospital. The consultation-liaison (CL) psychiatrist is often tasked with teaching the medical team how to manage agitation. OBJECTIVE The purpose of this scoping review is to explore what resources the CL psychiatrist has for educational tools on teaching about agitation management. Given the frequency with which CL psychiatrists help with on-the-ground management of agitation, we hypothesized that there would be a scarcity of educational resources to teach front-line providers how to manage agitation. METHODS Following current Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a scoping review was conducted. The literature search focused on the electronic databases MEDLINE (PubMed), Embase (Embase.com), The Cochrane Library (Cochrane Database of Systematic Reviews, Cochrane Central Register of Controlled Trials (CENTRAL), Cochrane Methodology Register), PsycInfo (EbscoHost), Cumulated Index to Nursing and Allied Health Literature (CINAHL) (EbscoHost), and Web of Science. Using Covidence software, after screening for titles and abstracts, full texts were screened independently and in duplicate according to our inclusion criteria. For data extraction, we created a predefined set of criteria according to which each article was analyzed. We then grouped the articles in the full-text review according to which patient population a curriculum was designed for. RESULTS The search yielded a total of 3250 articles. After removing duplicates and reviewing procedures, we included 51 articles. Data extraction captured article type and details; educational program information (staff training, web modules, instructor led seminar); learner population; patient population; and setting. The curricula were further divided based on their target patient population, specifically the acute psychiatric patient (n = 10), the general medical patient (n = 9), and the patient with a major neurocognitive disorder such as dementia or traumatic brain injury (n = 32). Learner outcomes included staff comfort, confidence, skills, and knowledge. Patient outcomes included measurements of agitation or violence using validated scales, PRN medication use, and restraint use. CONCLUSIONS Despite there being numerous agitation curricula in existence, we found that a large majority of these educational programs were done for patients with major neurocognitive disorders in the long-term care setting. This review highlights the gap in education related to agitation management for both patients and providers in the general medical setting, as less than 20% of total studies are focused on this population. The CL psychiatrist plays a critical role in assisting in agitation management in this setting, which often requires collaboration between technicians, nurses, and nonpsychiatric providers. It calls into question whether the lack of educational programs makes the implementation of management interventions more difficult and less effective, even with the assistance of the CL psychiatrist.
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Affiliation(s)
- Idris Leppla
- Johns Hopkins School of Medicine, Baltimore, MD; Johns Hopkins Psychiatry & Behavioral Sciences, Baltimore, MD.
| | - William Tobolowsky
- Johns Hopkins School of Medicine, Baltimore, MD; Johns Hopkins Psychiatry & Behavioral Sciences, Baltimore, MD
| | | | - Artin Mahdanian
- Johns Hopkins School of Medicine, Baltimore, MD; Johns Hopkins Psychiatry & Behavioral Sciences, Baltimore, MD
| | | | | | - I Lucia Ponor
- Johns Hopkins School of Medicine, Baltimore, MD; Johns Hopkins Department of Medicine, Baltimore, MD
| | - Durga Roy
- Johns Hopkins School of Medicine, Baltimore, MD; Johns Hopkins Psychiatry & Behavioral Sciences, Baltimore, MD
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Lenouvel E, Chivu C, Mattson J, Young JQ, Klöppel S, Pinilla S. Instructional Design Strategies for Teaching the Mental Status Examination and Psychiatric Interview: a Scoping Review. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2022; 46:750-758. [PMID: 35318592 PMCID: PMC9708777 DOI: 10.1007/s40596-022-01617-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2021] [Accepted: 02/28/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVE The psychiatric mental status examination is a fundamental aspect of the psychiatric clinical interview. However, despite its importance, little emphasis has been given to evidence-based instructional design. Therefore, this review summarizes the literature from an instructional design perspective with the aim of uncovering design strategies that have been used for teaching the psychiatric interview and mental status examination to health professionals. METHODS The authors conducted a scoping review. Multiple databases, reference lists, and the gray literature were searched for relevant publications across educational levels and professions. A cognitive task analysis and an instructional design framework was used to summarize and chart the findings. RESULTS A total of 61 articles from 17 countries in six disciplines and three educational levels were identified for data extraction and analysis. Most studies were from the USA, presented as educational case reports, and carried out in undergraduate education in the field of psychiatry. Few articles described the instructional rationale for their curriculum. None of the studies compared the effectiveness of different instructional design components. Reported learning activities for each task domain (knowledge, skills, and attitudes) and for each step of an instructional design process were charted. Most articles reported the use of introductory seminars or lectures in combination with digital learning material (videos and virtual patients in more recent publications) and role-play exercises. CONCLUSIONS Educators in psychiatry should consider all task domains of the psychiatric interview and mental status examination. Currently, there is a lack of empirical research on expertise acquisition and use of instructional design frameworks in this context.
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Affiliation(s)
- Eric Lenouvel
- University Hospital of Old Age Psychiatry and Psychotherapy, Bern, BE, Switzerland
- Karolinska Institute, Solna, Stockholm, Sweden
| | - Camelia Chivu
- University Hospital of Old Age Psychiatry and Psychotherapy, Bern, BE, Switzerland
| | | | - John Q Young
- Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA
- Zucker Hillside Hospital at Northwell Health, Glen Oaks, NY, USA
| | - Stefan Klöppel
- University Hospital of Old Age Psychiatry and Psychotherapy, Bern, BE, Switzerland
| | - Severin Pinilla
- University Hospital of Old Age Psychiatry and Psychotherapy, Bern, BE, Switzerland.
- Institute for Medical Education, Bern, BE, Switzerland.
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Lawrence RE, Krumheuer A, Loh R, Stanley B, Simpson SA. Persons Who Engage in Self-Harm While in the Emergency Department: A Case-Control Analysis. J Nerv Ment Dis 2022; 210:736-740. [PMID: 36179373 PMCID: PMC9525888 DOI: 10.1097/nmd.0000000000001528] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
ABSTRACT Some patients engage in self-harm behaviors while in the emergency department. Risk factors for self-harm have been described for inpatient and outpatient/community settings, but not among emergency department patients. Authors conducted case-control, retrospective reviews of medical records and incident reports for emergency department patients in two academic medical centers. Variables were analyzed using conditional logistic regression. There were 113 individuals who engaged in self-harm while in the emergency department and 226 individuals who did not. Four variables were significant in the final model: a history of nonsuicidal self-harm (odds ratio [OR], 4.28; 95% confidence interval [CI], 1.95-9.41), opioid use in the prior 2 weeks (OR, 2.89; CI, 1.19-7.02), current manic episode (OR, 3.59; CI, 1.33-9.70), and a history of seizures (OR, 4.19; CI, 1.16-15.14). Risk of self-harm while in the emergency department may be mitigated with interventions that support adaptive coping skills, promptly address pain and withdrawal symptoms, and treat mania.
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Affiliation(s)
- Ryan E Lawrence
- Department of Psychiatry, New York State Psychiatric Institute, New York, New York
| | - Aaron Krumheuer
- Department of Emergency Medicine, University of Michigan, Ann Arbor, Michigan
| | - Ryan Loh
- Department of Behavioral Health Services, Denver Health and Hospital Authority, Denver, Colorado
| | - Barbara Stanley
- Department of Psychiatry, New York State Psychiatric Institute, New York, New York
| | - Scott A Simpson
- Department of Behavioral Health Services, Denver Health and Hospital Authority, Denver, Colorado
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Chaffkin J, Ray JM, Goldenberg M, Wong AH. Impact of a Virtual Simulation-Based Educational Module on Managing Agitation for Medical Students. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2022; 46:495-499. [PMID: 34505279 PMCID: PMC8428505 DOI: 10.1007/s40596-021-01521-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2021] [Accepted: 08/02/2021] [Indexed: 05/06/2023]
Affiliation(s)
| | - Jessica M Ray
- Yale University School of Medicine, New Haven, CT, USA
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Hamm B, Pozuelo L, Brendel R. General Hospital Agitation Management Under the Lens of Leadership Theory and Health Care Team Best Practices Using TeamSTEPPS. J Acad Consult Liaison Psychiatry 2021; 63:213-224. [PMID: 34793998 DOI: 10.1016/j.jaclp.2021.10.007] [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: 01/07/2021] [Revised: 10/17/2021] [Accepted: 10/30/2021] [Indexed: 11/26/2022]
Abstract
BACKGROUND Acute agitation management is an emergency clinical intervention, often presenting acute danger to patients and medical staff. Unlike many other emergency clinical interventions, acute agitation management lacks a substantial evidence base regarding leadership and teamwork best practices. The Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) framework is a comprehensive strategy for improving health care outcomes in acute clinical situations. OBJECTIVE Practical application of TeamSTEPPS frameworks in team-based acute agitation management in the medical setting. METHODS A literature review was performed from January 1990 to March 2021 for verbal de-escalation in acute agitation management, leadership and teamwork in psychiatry and medicine, and TeamSTEPPS. RESULTS No literature was found that applied TeamSTEPPS for acute agitation management in the general medical unit context although limited application has been trialed in the inpatient psychiatric context. The verbal de-escalation literature describes applicable content including conflict management approaches, communication strategies, security presence management, modeling therapeutic behavior, and debriefing strategies. Several articles were found regarding a rapid response team model for acute agitation management and describing handoff tools in psychiatric care contexts. Translation of the TeamSTEPPS approach provided many additional approaches for operation of a rapid response team in acute agitation management. CONCLUSIONS The leadership and teamwork best practices in TeamSTEPPS provide a clear and actionable framework for team-based acute agitation management as an emergency clinical intervention.
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Affiliation(s)
- Brandon Hamm
- Department of Psychiatry & Behavioral Neuroscience, Northwestern University, Chicago, IL.
| | | | - Rebecca Brendel
- Department of Psychiatry, Massachusetts General Hospital, Boston, MA
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Roppolo LP, Morris DW, Khan F, Downs R, Metzger J, Carder T, Wong AH, Wilson MP. Improving the management of acutely agitated patients in the emergency department through implementation of Project BETA (Best Practices in the Evaluation and Treatment of Agitation). J Am Coll Emerg Physicians Open 2020; 1:898-907. [PMID: 33145538 PMCID: PMC7593430 DOI: 10.1002/emp2.12138] [Citation(s) in RCA: 39] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2020] [Revised: 05/13/2020] [Accepted: 05/15/2020] [Indexed: 12/26/2022] Open
Abstract
Agitated patients presenting to the emergency department (ED) can escalate to aggressive and violent behaviors with the potential for injury to themselves, ED staff, and others. Agitation is a nonspecific symptom that may be caused by or result in a life-threatening condition. Project BETA (Best Practices in the Evaluation and Treatment of Agitation) is a compilation of the best evidence and consensus recommendations developed by emergency medicine and psychiatry experts in behavioral emergencies to improve our approach to the acutely agitated patient. These recommendations focus on verbal de-escalation as a first-line treatment for agitation; pharmacotherapy that treats the most likely etiology of the agitation; appropriate psychiatric evaluation and treatment of associated medical conditions; and minimization of physical restraint/seclusion. Implementation of Project BETA in the ED can improve our ability to manage a patient's agitation and reduce the number of physical assaults on ED staff. This article summarizes the BETA guidelines and recent supporting literature for managing the acutely agitated patient in the ED followed by a discussion of how a large county hospital integrated these recommendations into daily practice.
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Affiliation(s)
- Lynn P. Roppolo
- University of Texas Southwestern Medical CenterDepartment of Emergency MedicineDallasTexasUSA
| | - David W. Morris
- University of Texas Southwestern Medical CenterDepartment of PsychiatryDallasTexasUSA
| | - Fuad Khan
- University of Texas Southwestern Medical CenterDepartment of PsychiatryDallasTexasUSA
| | - Rohini Downs
- Parkland Memorial HospitalPharmacy ServicesDallasTexasUSA
| | - Jeffery Metzger
- University of Texas Southwestern Medical CenterDepartment of Emergency MedicineDallasTexasUSA
| | - Tiffany Carder
- Parkland Memorial HospitalEmergency Services DepartmentDallasTexasUSA
| | - Ambrose H. Wong
- Yale School of MedicineDepartment of Emergency MedicineNew HavenConnecticutUSA
| | - Michael P. Wilson
- University of Arkansas for Medical SciencesDepartment of Emergency MedicineLittle RockArkansasUSA
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