Proposals for a New Identity of Young Psychiatrists in Europe

European Psychiatry â—˝  
2009 â—˝  
Vol 24 (S1) â—˝  
pp. 1-1 â—˝  
Author(s):  
A. Fiorillo â—˝  
U. Volpe
Keyword(s):  
Mental Health â—˝  
Psychosocial Interventions â—˝  
Education And Training â—˝  
Community Services â—˝  
Psychiatric Training â—˝  
Psychiatric Education â—˝  
Care Needs â—˝  
Hospital Wards â—˝  
And Training â—˝  
Young Researchers

The professional identity of psychiatrists is recently generating controversies and uncertainty, which are reflected in psychiatric education and training throughout Europe.In Europe, the organization of psychiatric education and training mostly depends on the range of mental health services available at individual sites. It has been recently proposed residents to rotate compulsory in different settings, such as hospital wards, outpatient clinics and community services, in order to learn how to provide different interventions for the different mental disorders. Moreover, while young psychiatrists are skilled in several pharmacological and psychosocial interventions to be provided in the community, they seem to be less experienced in providing these interventions within an hospital framework. The need for “balancing” community- and hospital-based mental health care needs to be specifically addressed during psychiatric training.The shortage of funds for research projects is one of the major challenges for young researchers. In most European countries, it is becoming more and more difficult to have access to independent funds. National and international networks, as well as exchange programmes involving residents and young researchers, should be promoted.Finally, it has been documented that residents in psychiatry are at a high-risk of “professional isolation”, which may contribute to the development of burn-out symptoms, particularly frequent among young colleagues.Difficulties faced by young psychiatrists in the above-mentioned domains of psychiatry are illustrated and possible solutions discussed on the basis of recent results from European research networks involving young psychiatrists.

scholarly journals Achievements and challenges in psychiatric education and training in Sri Lanka

10.1192/bji.2021.35 â—˝  
2021 â—˝  
pp. 1-3
Author(s):  
Aruni Hapangama â—˝  
K.A.L.A. Kuruppuarachchi â—˝  
Raveen Hanwella
Keyword(s):  
Medical Education â—˝  
Sri Lanka â—˝  
Education And Training â—˝  
Psychiatric Training â—˝  
Psychiatric Education â—˝  
Asian Countries â—˝  
Medical Curricula â—˝  
The Past â—˝  
And Training

When compared with other Asian countries, psychiatric education and training in Sri Lanka has made significant developments during the past two decades, such as introducing psychiatry as a separate final year subject in the undergraduate medical curricula. However, further developments in psychiatric training in medical education are needed.

Social Work Education and Training in Mental Health, Addictions, and Suicide: A Scoping Review

2020 â—˝  
pp. 1-26
Author(s):  
Toula Kourgiantakis â—˝  
Karen M. Sewell â—˝  
Sandra McNeil â—˝  
Eunjung Lee â—˝  
Judith Logan â—˝  
...  
Keyword(s):  
Mental Health â—˝  
Social Work â—˝  
Scoping Review â—˝  
Social Work Education â—˝  
Education And Training â—˝  
Work Education â—˝  
And Training

Essentials for Education and Training for Tomorrow's Physicians

2017 â—˝  
pp. 230-252
Author(s):  
Timothy Edward A. Barrett
Keyword(s):  
Mental Health â—˝  
Medical Students â—˝  
Personal Growth â—˝  
Growth And Development â—˝  
Well Being â—˝  
Education And Training â—˝  
Current Approach â—˝  
Changing Times â—˝  
Health And Well Being â—˝  
And Training

Education and training of medical students and postgraduate residents must undergo a critical review in light of the changing times and attitudes. The demands of life in general are enough to provide significant stressors for today's students in addition to coping with pressures of balancing passing exams with meeting the expectations of family and instructors. This chapter will highlight the realities of the effect of the pressures of study on the students' mental health and well-being. It will then describe several changes that can be made to the way medical students are trained which then shifts the focus to personal growth and development and away from the traditional goals of knowledge, skills and competencies for the goal of passing the exams. In the end, this chapter will challenge readers and institutions to pause and reconsider the current approach to training of medical students.

Becoming Licensed Means That I Am Now Competent

2019 â—˝  
pp. 7-11
Author(s):  
Jeffrey E. Barnett â—˝  
Jeffrey Zimmerman
Keyword(s):  
Mental Health â—˝  
Clinical Practice â—˝  
Clinical Competence â—˝  
Education And Training â—˝  
Hard Work â—˝  
Mental Health Clinicians â—˝  
Clinical Experiences â—˝  
Graduate Coursework â—˝  
And Training â—˝  
Over Time

Mental health clinicians invest in many years of hard work to develop their clinical competence through graduate coursework and through supervised clinical experiences. All this is done with the ultimate goal of becoming independently licensed to practice in one’s profession. Because licensure is such an important event, signifying the culmination of so much education and training, it may be natural to believe that becoming licensed means that one is now clinically competent. This chapter addresses how clinical competence and licensure should be viewed and understood. Licensure assesses one’s competence to enter the profession, but it cannot guarantee competence in all areas of clinical practice at the time of licensure or in the future. How to maintain, update, and expand one’s competence over time is addressed. Risks and threats to competence are discussed, and recommendations are provided for ensuring one’s ongoing competence over time.

Leaving Lake Wobegon: firearm-related education and training for medical and mental health professionals is an essential competence

2019 â—˝  
Vol 11 (2) â—˝  
pp. 78-87 â—˝  
Author(s):  
Gianni Pirelli â—˝  
Liza Gold
Keyword(s):  
Mental Health â—˝  
Cultural Competence â—˝  
Mental Health Professionals â—˝  
Health Professionals â—˝  
Education And Training â—˝  
Gun Violence â—˝  
Self Report â—˝  
Average Effect â—˝  
Content Type â—˝  
And Training

Purpose Firearm-involved violence and suicide in the USA, often collectively referred to as “gun violence,” has been labeled a public health problem and an epidemic, and even an endemic by some. Many lawmakers, community groups, mainstream media outlets and professional organizations regularly address gun-related issues and frequently associate firearm violence with mental health. As a result, these groups often set forth positions, engage in discussions and promote policies that are at least partially based on the widely held but incorrect assumption that medical and mental health professionals are either inherently equipped or professionally trained to intervene with their patients and reduce gun deaths. The paper aims to discuss this issue. Design/methodology/approach Furthermore, notable proportions of medical and mental health professionals self-report a level of comfort engaging in firearm-specific interventions that is often disproportionate to their actual education and training in the area. This type of overconfidence bias has been referred to as the Lake Wobegon Effect, illusory superiority, the above average effect, the better-than average effect or the false uniqueness bias. While medical and mental health professionals need to serve on the front line of firearm-involved violence and suicide prevention initiatives, the vast majority have not actually received systematic, formal training on firearm-specific issues. Findings Therefore, many lack the professional and cultural competence to meet current and potential future in regard to addressing gun violence. In this paper, the authors discuss empirical studies that illustrate this reality and a novel model (i.e. the Know, Ask, Do framework) that medical and mental health professionals can use when firearm-related issues arise. In addition, the authors set forth considerations for clinicians to develop and maintain their professional and cultural competence related to firearms and firearm-related subcultures. Originality/value This paper provides empirical and conceptual support for medical and mental health programs to develop formal education and training related to guns, gun safety and gun culture. A framework is provided that can also assist medical and mental health professionals to develop and maintain their own professional and cultural competence.

Current Research Status of Palliative Care in Mainland China

2018 â—˝  
Vol 33 (4) â—˝  
pp. 215-241 â—˝  
Author(s):  
Tao Wang â—˝  
Alex Molassiotis â—˝  
Betty Pui Man Chung â—˝  
Jing-Yu Tan
Keyword(s):  
Health Care â—˝  
Decision Making â—˝  
Palliative Care â—˝  
Health Care Professionals â—˝  
Mainland China â—˝  
Education And Training â—˝  
Care Needs â—˝  
Research Status â—˝  
Palliative Care Services â—˝  
And Training

Objectives: This study aimed to obtain an overview of the current research status of palliative care in Mainland China and identify research directions for future studies by characterizing palliative care studies conducted among patients with any life-limiting illness in Mainland China and published in a peer-reviewed journal before November 2016. Methods: A review guide with 7 categories was initially developed based on existing international palliative care definitions and guidelines through content analysis. Ten databases were used to identify relevant studies from the inception of online cataloging to November 2016. Studies conducted in Mainland China and their research topic that fell within one of the categories of the review guide were included for further analysis. Descriptive analysis was adopted to summarize the relevant findings. Results: 54 studies found to be relevant were included for the analysis. Three studies on “palliative care education and training” (category 1) asserted that education and training programs were scant in Mainland China and that only 1 program had been devised within the health-care context of Shanghai. Five studies on “palliative care screening and timely identification” (category 2) highlighted the absence of early screening criteria or checklists and referral procedures for palliative care. Thirty-one studies on “palliative care needs assessment (n = 12/31) and implementation (n = 19/31)” (category 3) were identified, and various methodological flaws were observed in most of these included studies. Twelve studies on “advanced decision-making” (category 4) were identified, all of which focused on investigating the attitudes of patients with cancer, their families, and/or health-care professionals toward advanced decision-making only. The percentage of patients, family members, and health-care professionals who held positive attitudes toward advanced decision-making were varied and suboptimal, particularly for family members (51.4%-58.0%). Five studies on “caring for patients at the end of life” (category 5) were identified, and the experience of health-care professionals in caring for those patients was explored. No studies relating to “death and bereavement care” (Category 6) and “psychological support for palliative care providers” (Category 7) were identified. Conclusion: The current research status of palliative care in Mainland China remains at an early stage with minimal palliative care services used. Although several knowledge gaps were identified, the first step, which should be addressed, is assessing the palliative care needs. An appropriate and ongoing needs assessment could provide important information for constructing comprehensive education and training programs of palliative care, identifying prognostic factors of timely palliative care referral, and developing evidence-based and tailored palliative care services.

scholarly journals Spirituality in Psychiatric Education and Training

2001 â—˝  
Vol 94 (6) â—˝  
pp. 303-305 â—˝  
Author(s):  
Robert M Lawrence â—˝  
Anita Duggal
Keyword(s):  
Education And Training â—˝  
Psychiatric Education â—˝  
And Training
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