Concept of Mental Health and Disease for Practical Implementation: A Case-Based Teaching for Undergraduate Students Part II: Abnormal Psychology and Psychiatry and the Homoeopathic approach

2020 ◽  
Author(s):  
Rajesh Ramkunwar Yadav
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Lesson Plan ◽  
Point Of View ◽  
Practical Implementation ◽  
Multiple Choice Questions ◽  
Abnormal Psychology ◽  
Comprehensive Knowledge ◽  
The Impact ◽  
Case Based

Abstract Background India faces a significant gap in the prevalence of mental illness and the availability of effective mental health care. A significant factor is inadequate teaching/training of the subject at the undergraduate level rendering physicians incapable to deliver homoeopathic care to the large number of mentally distressed which needs it. This is in spite of our science having an immense potential to benefit these patients. Part I of this series explored the impact of cased-based teaching on acquainting the students in the principles of basic and applied psychology. The current study builds on this experience. Aim The aim of this study was to teach the basic concepts of abnormal psychology and psychiatry and the homoeopathic approach to homoeopathic undergraduate students based on case-based presentations Methodology Plan of teaching abnormal psychology and psychiatry to undergraduate students with a case-based approach integrated with homoeopathic principles was formulated by the Psychiatric Department of Dr. M. L. Dhawale Homoeopathic Institute (MLDMHI), Palghar, Maharashtra, India. PG students prepared topics with the help of a lesson plan template guided by the faculty. Peer evaluation along with student feedback helped to gauge the impact of the lectures and to design improvements. Results Eleven topics, one each week, covered the assigned portion for basic abnormal psychology and psychiatry. Reports of minimum 30 students revealed that 80% were keenly interested in the topics and desired to have more such lectures. Half the students were able to answer all the five multiple-choice questions correctly. Discussion Basic and comprehensive knowledge of psychiatry integrated with homoeopathic principles will allow students/physicians to know how cases are managed homeopathically from a more holistic and comprehensive point of view. Conclusions Case-based presentations through the homoeopathic approach will enhance the confidence of the students in the ability of the science to take care of the psychologically distressed section of the population.

Concept of Mental Health and Disease for Practical Implementation: A Case-Based Teaching for Undergraduate Students—Part I of Basic and Applied Psychology

2020 ◽  
Vol 33 (02) ◽  
pp. 082-089 ◽  
Author(s):  
Rajesh Ramkunwar Yadav
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Lesson Plan ◽  
Well Being ◽  
World Health ◽  
Practical Implementation ◽  
Applied Psychology ◽  
Multiple Choice Questions ◽  
The Impact ◽  
Case Based

Abstract Background Mental health has been conceptualised by the World Health Organisation (WHO) as not just the absence of illness but as a state of well-being in which the individual can cope with normal stresses of life, work productively and fruitfully, and make a contribution to the community. To achieve this or to explain it to the stakeholders, a doctor needs to be well versed with the normal functioning of the human mind. Homoeopathic doctors must have this knowledge to help them understand and treat their patients or advise prevention. Lack of this knowledge in the undergraduate years fails to suitably equip them, thereby hampering their own growth and clinical functions. These papers (in two parts) will deal with the teaching of basic and applied psychology and abnormal psychology and psychiatry to homoeopathic undergraduates. Aim The main aim of this study is to teach homoeopathic undergraduate students the basic psychological concepts required for understanding human behaviour through cased based presentations Methodology Plan of teaching psychology to undergraduate students with a case-based approach was formulated by the Psychiatric Department of Dr. M.L. Dhawale Homoeopathic Institute (MLDMHI), Palghar. Postgraduate students prepared topics with the help of a lesson plan template under the guidance of faculty. Peer evaluation along with student feedback helped to gauge the impact of the lectures and to design improvements. Results Thirteen topics, one each week, covered the assigned portion for basic psychology. Reports of around 30 students and 2 lecturers for each lecture over 3 years were evaluated. These indicated satisfaction with contents and desire to have more such lectures. Multiple choice questions post lectures allowed to identify the changes in knowledge and interest of students in the subject. Discussion Basic and comprehensive knowledge of psychology will allow students/physicians to look at the cases not only from the view point of physical antecedents but also from a more holistic and comprehensive point of view. Conclusion Educational ethos demands the incorporation of case-based teaching in undergraduates especially in the teaching of psychology, to expose the shades of normal and abnormal states of mind through case-based teachings.

The Impact of Strengths-Based Assessment Education on Undergraduate Students’ Knowledge of Disorders and Mental Illness Stigma

2021 ◽  
pp. 009862832110153
Author(s):  
Rhea L. Owens ◽  
Sean Heaslip ◽  
Meara Thombre
Keyword(s):  
Mental Illness ◽  
Undergraduate Students ◽  
Psychological Disorders ◽  
Mental Illness Stigma ◽  
Assessment Practices ◽  
Abnormal Psychology ◽  
Assessment Approach ◽  
Psychology Courses ◽  
Psychology Course ◽  
The Impact

Background: While abnormal psychology courses have traditionally focused on psychopathology, there are several benefits to adopting a strengths-based approach. Objective: This study examined the teaching of a strengths-based assessment approach (the DICE-PM Model), compared to teaching as usual, in an undergraduate abnormal psychology course. Method: Two sections of an abnormal psychology course were taught a strengths-based assessment approach while two sections were taught as usual. All participants completed measures of knowledge of psychological disorders and mental illness stigma at the beginning and end of the semester. Results: Both groups demonstrated significant improvements in knowledge of disorders and a significant decrease in mental illness stigma with the exception of one category assessed (recovery), generally with small effect sizes. Those in the strengths group, compared to the control, showed a significantly greater decrease in mental illness stigma involving anxiety related to others with mental illness, though also with a small effect. Conclusion: Findings suggest strengths-based assessment education does not compromise the instruction of psychological disorders and is equivalent to a traditional abnormal psychology course in reducing mental illness stigma. Teaching Implications: Such an approach may be beneficial early in students’ education to reduce mental illness stigma and promote comprehensive assessment practices.

Cyberstalking Victimization and Perpetration Among Young Adults

2020 ◽  
pp. 22-38
Author(s):  
Argyroula Kalaitzaki
Keyword(s):  
Mental Health ◽  
Young Adults ◽  
Attachment Style ◽  
Undergraduate Students ◽  
Anxiety And Depression ◽  
The Impact

Cyberstalking is becoming more common among young adults. The aim of this study was to investigate (1) the prevalence, behaviours, and tactics of both victims and perpetrators of cyberstalking among a sample of Greek undergraduate students; (2) the correlates of victimization and perpetration of cyberstalking to personality, attachment style, and relating to others; and (3) the impact of cyberstalking on victims' mental health. Results showed that 23.9% of the students were victims and 9% were perpetrators, with females, disproportionately experiencing and inflicting cyberstalking. Negatively close relating (i.e., intrusive and possessive relating) increased the risk of perpetration, whereas relating to others distantly (suspicious and avoidant relating) decreased the risk of victimization. Agreeableness decreased the risk of perpetration. Mother's affectionless control increased the risk of both perpetration and victimization, and mother's neglectful parenting increased the risk of perpetrating cyberstalking. Fear, anxiety, and depression were reported by the victims.

Cyberstalking Victimization and Perpetration among Greek College Students

2017 ◽  
pp. 247-261 ◽  
Author(s):  
Argyroula Kalaitzaki
Keyword(s):  
Mental Health ◽  
College Students ◽  
Attachment Style ◽  
Undergraduate Students ◽  
The Impact

Cyberstalking is a rapidly growing phenomenon, which is becoming more common among youth nowadays. The study aimed at investigating: 1) the prevalence, behaviors, and tactics of both victims and perpetrators among a sample of Greek undergraduate students, 2) the correlates of victimization and perpetration with personality, attachment style, and relating to others, and 3) the impact of cyberstalking on victims' mental health. Results showed that 23.9% of the students were victims and 9% were perpetrators, with females, disproportionately both experiencing and inflicting cyberstalking. Negatively close relating (i.e., intrusive, restrictive and possessive relating) increased the risk of cyberstalking perpetration, whereas negatively distant relating (suspicious, avoidant, and self-reliant relating) decreased the risk of cyberstalking victimization. Agreeableness decreased the risk of perpetration. Mother's affectionless control increased the risk of both perpetration and victimization and mother's neglectful parenting increased the risk of perpetration only.

scholarly journals Residency training amid the COVID-19 pandemic: exploring the impact on mental health and training, a lesson from Iran

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ashraf Moini ◽  
Khadije Maajani ◽  
Ramesh Omranipour ◽  
Mohamad-Reza Zafarghandi ◽  
Ashraf Aleyasin ◽  
...  
Keyword(s):  
Mental Health ◽  
Residency Training ◽  
General Surgery ◽  
Negative Impact ◽  
Care Delivery ◽  
Cross Sectional Study ◽  
Multiple Choice Questions ◽  
Cross Sectional ◽  
Questions And Answers ◽  
The Impact

Abstract Background COVID-19 has affected the training programs and the clinical schedules of surgical wards in many countries, including Iran. Also, the continuous involvement with COVID-19 patients has caused stress in health care workers; among them, residents are on the frontlines of care delivery. Therefore, we designed a study to assess the mental effects of these circumstances, and the effects on General Surgery and Obstetrics & Gynecology residency training in the busiest surgical departments of our university. Methods Participants of this cross-sectional study were residents of General Surgery and Obstetrics & Gynecology of Tehran University of Medical Sciences, and the conventional sampling method was used. We used a questionnaire consisting of 47 questions (mostly using multiple choice questions and answers on the Likert scale) about personal, familial, and demographic characteristics; training activities, and mental effects of COVID-19. Results The response rate was 63.5%. (127 filled questionnaires). Around 96% of the residents had emotional problems, 85.9% were highly stressed about contracting COVID-19, 81.3% were worried about transferring it to their families; and 78% believed that their residency training had been impaired. Conclusion Overall, our study shows the negative impact of COVID-19 on mental health and the training of residents. We propose that appropriate emotional support and suitable planning for compensation of training deficits is provided for residents.

scholarly journals Fear as a mental health crisis in the context of global risks and changes

2021 ◽  
Vol 10 (1) ◽  
pp. 17-26
Author(s):  
M.I. Rozenova ◽  
V.I. Ekimova ◽  
A.S. Ognev ◽  
E.V. Likhacheva
Keyword(s):  
Mental Health ◽  
Theoretical Model ◽  
The State ◽  
Point Of View ◽  
Mental Health Crisis ◽  
Health Crisis ◽  
Structural Concept ◽  
Emergency Events ◽  
The Impact

The paper presents the analysis of the results of international and national research in the field of studying the impact of global crises and pandemic situations (including COVID-19) on the state of mental health of people. Traditionally, the fear that accompanies emergency events and situations is considered as a source of mental and psychological traumatology of various kinds, however, the authors consider fear in a period of global risks and changes, from the point of view of not the cause, but an indicator of a decrease in the integrity of a person's mental health. The initial theoretical model that allows us to differentiate and diagnose different qualities of fear was the "I-structural" concept of G. Amon, which allows us to describe and understand the specific phenomenology of fears in the pandemic period. The qualities of fear, manifested in its constructive, destructive and deficient form, according to the authors, reflect the resource reserve of a person's mental health and the level of his psychological stability.

scholarly journals Targeted Sanctions: a Tool of Foreign Policy, Unfair Competition or Global Social Engineering?

2019 ◽  
pp. 17-41 ◽  
Author(s):  
L. L. Fituni
Keyword(s):  
International Relations ◽  
Social Constructivism ◽  
Social Engineering ◽  
External Pressure ◽  
Point Of View ◽  
Theory And Practice ◽  
Practical Implementation ◽  
The Impact ◽  
Potential Use ◽  
System Today

Through the recent decades, the use of asymmetric and hybrid measures in international relations has acquired a qualitatively new scale and system. Today such measures have turned into one of the leading forms of external pressure and subsequent coercion, often exceeding the effectiveness of such straightforward instruments as the threat of potential use of force and almost equal to real power actions. Arguably, among those asymmetric and hybrid measures, Western countries assign a key role to the pressure of international sanction upon competitor nations and uncooperative actors on the world arena. The article is devoted to a critical analysis of some common approaches to the study of the problems of «targeted» sanctions in the theory and practice of international relations and the use of sanctions as a means of achieving geostrategic objectives, including such ambitious ones as social constructivism and social engineering on national, regional and global scales. Particular attention is paid to the contribution of Thomas Biersteker to the development of the theory and of practical designs of «targeted sanctions» in international relations. The author disputes with him over some issues related to the effectiveness of targeted sanctions and the impact they produce upon various sectors of the targeted societies. Based on the author’s schematic matrix of sanctional influences upon national elites and possible limits of their responses, the article formulates the principles of segmentation of the national elites both for the purposes of identifying the layers most susceptible to sanctional pressure and singling out most effective and capable strata from the point of view of practical implementation of the indented outcomes of the undertaken pressure from the outside.

scholarly journals The effectiveness of formative assessment in pathophysiology education from students’ perspective: a questionnaire study

2020 ◽  
Vol 44 (4) ◽  
pp. 726-733
Author(s):  
Xin Cong ◽  
Yan Zhang ◽  
Hai Xu ◽  
Li-Mei Liu ◽  
Ming Zheng ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Medical Training ◽  
Summative Assessment ◽  
Assessment System ◽  
Multiple Choice Questions ◽  
Problem Solving Skills ◽  
Assessment Scores ◽  
The Impact ◽  
Case Based

Current interdisciplinary medical training calls for reforms and innovations in the assessment of pathophysiology education. Formative assessment is used to monitor student learning to provide ongoing feedback that can improve both learning and teaching. Beginning in 2016, we implemented a formative assessment composed of case-based multiple-choice questions (MCQs) for all students in all majors. In 2017, case study questions began to be employed in the formative assessment, and student-set, case-based questions were further introduced. Aiming to gather the students’ suggestions and feedback on the mixed-method assessment, we conducted a survey on aspects such as the effectiveness of the assessment, assessment content and completion, opinions on student-set questions, and the impact on pathophysiology learning for students from 2017 to 2019. In addition, we compared students’ semesterly final scores with those of previous students and evaluated the relationship between formative and summative assessment scores. The results for 1,277 students clearly showed that the reformed formative assessment system was well received by the students. The students thought that the formative assessment not only allowed for the provision of real-time feedback on the effectiveness of teaching and learning but also nurtured self-motivation, the development of analytical and problem-solving skills, and collaborative efforts. Both the semesterly final scores and the proportions of students scoring in higher score ranges increased after the implementation of the formative assessment, and the summative assessment scores were positively related to the formative assessment scores. Consequently, the reformed formative assessment system significantly improved the quality of pathophysiology education.

scholarly journals 2527. Improving Care for Adolescents Living with HIV: Evaluating the Impact of Case-Based Education

2019 ◽  
Vol 6 (Supplement_2) ◽  
pp. S878-S879
Author(s):  
Simi Thomas Hurst ◽  
Don Blatherwick
Keyword(s):  
Online Education ◽  
Positive Impact ◽  
Pediatric Hiv ◽  
Evidence Based ◽  
Multiple Choice Questions ◽  
Living With Hiv ◽  
The Impact ◽  
Post Assessment ◽  
Assessment Questions ◽  
Case Based

Abstract Background The CDC estimates that 26% of the approximately 50,000 people newly diagnosed with HIV in 2010 were youth 13 to 24 years of age. Older children and adolescents now comprise the largest population cared for at pediatric HIV clinics. Methods To improve HIV/ID specialists’ ability to develop a comprehensive care strategy for adolescents living with HIV, a CME/ABIM MOC/CE certified, case-based, educational program was developed. A series of multiple-choice questions evaluated the application of evidence-based recommendations. A “test then teach” approach elicited cognitive dissonance, with evidence-based feedback provided following each learner response. Educational effectiveness was assessed with a repeated-pairs pre-/post-assessment study design; each individual served as his/her own control. A chi-square test assessed changes pre- to post-assessment. P values < 0.05 are statistically significant. Effect sizes were evaluated using Cramer’s V (< 0.05 modest; 0.06–0.15 noticeable effect; 0.16–0.26 considerable effect; > 0.26 extensive effect). The activity launched on a website dedicated to continuous professional development on November 27, 2018. Data for this initial analysis were collected through February 27, 2019. Results To date, 6,755 HCPs (1,714 physicians; 2,795 nurses; 1,076 pharmacists) have participated in the activity. Data from the subset of HIV/ID specialists (n = 87) who answered all pre-/post-assessment questions during the initial study period were analyzed. Following activity participation, significant improvements were observed in the proportion of HIV/ID specialists who answered all assessment questions correctly (5% pre vs. 68% post; P < 0.0001; V = 0.397). Improvements were also observed in several specific areas of assessment (table). Additionally, 43% of HIV/ID specialists indicated they planned to modify their treatment approach among adolescents as a result of participating in the education. Conclusion Participation in this online, interactive, case-based, educational intervention significantly improved HIV/ID specialists’ ability to develop individualized strategies for adolescents living with HIV. These findings highlight the positive impact of well-designed online education. Disclosures All authors: No reported disclosures.

scholarly journals Spatial clustering of people with memories and responses six years after an earthquake in Cauquenes, Chile

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Marcelo Leiva-Bianchi ◽  
Carlos Mena ◽  
Yony Ormazábal ◽  
Carlos Serrano
Keyword(s):  
Mental Health ◽  
Urban Areas ◽  
Spatial Clustering ◽  
Public Mental Health ◽  
Point Of View ◽  
Post Traumatic Stress ◽  
Post Traumatic Growth ◽  
Geographic Clustering ◽  
Post Traumatic ◽  
The Impact

The occurrence of earthquakes can cause psychiatric problems expressed as unpleasant and uncontrollable memories of the event termed post-traumatic stress disorder (PTSD). Mapping the location of people and identifying their exposure and reactions to an earthquake can be extremely valuable from a public, mental health point of view. The main objective of this study was to examine people with respect to PTSD and healthy post-traumatic growth (PTG) after an earthquake searching for expression of geographic clustering that could be useful for a better understanding of mental health conditions. Geographic information systems analyses were performed to detect global and local geographic clustering. Investigating 171 randomly selected adults from Cauquenes, Chile, we demonstrated spatially clustered variables related to PTSD and PTG in Cauquenes six years after an earthquake. Urban and peri-urban areas had clear differences (hotspots/coldspots). The spatial identifications found should facilitate exploring the impact of mental health programmes in communities exposed to disasters like earthquakes, thereby improving their quality of life as well as reducing overall costs.

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