Association For Academic Psychiatry Research Articles

Addressing the Maternal Mental Health Crisis Through a Novel Tech-Enabled Peer-to-Peer Driven Perinatal Collaborative Care Model

Addressing the Maternal Mental Health Crisis Through a Novel Tech-Enabled Peer-to-Peer Driven Perinatal Collaborative Care Model

Texting Among Academic Psychiatrists: What Does HIPAA Allow?

The texting of protected health information (PHI) has raised concerns about breach of privacy as it relates to the Health Insurance Portability and Accountability Act (HIPAA). Within psychiatry, limited guidelines exist on HIPAA-permissible texting. Given the legal implications of a breach, we sought to better understand texting patterns among psychiatrists by surveying members of the Association for Academic Psychiatry, 53 of whom responded. Only 63% of respondents felt confident in their knowledge of HIPAA. While 64% reported that texting PHI is prohibited, most (53%) still used texting to communicate PHI. Currently, HIPAA is technology neutral and texting PHI is not explicitly prohibited, provided safeguards are taken and physicians securely communicate PHI.

What's a book club doing at a medical conference?

This article was migrated. The article was marked as recommended. The prevalence of burnout among physicians in the United States now exceeds 50%, with many physicians feeling isolated and lacking in a sense of community. Book clubs among colleagues may be one way to foster community and restore joy to medicine. The authors introduced two book clubs at the annual meetings of the Society for General Internal Medicine (SGIM) and the Association for Academic Psychiatry (AAP). Response rates for completed surveys for the SGIM and AAP book clubs were 71% and 86%, respectively. About half of the book club participants were already members of a book club, and had read an average of 10 non-medical books in the past year. Eighty-one percent reported the discussions had "a lot" or "tremendous" impact on their learning, and that they would be "likely" or "very likely" to look for a non-medical book in the future as a resource to assist in their professional growth. Sixty-seven percent said they would be "likely" or "very likely" to organize their own book club. Participants listed the "most enjoyable and/or impactful non-medical book read in past year." Survey responses speak to the impact of book club participation on attendees' professional growth, learning, and recognition of overall value of reading non-medical books. These findings support the role of the humanities in professional development to encourage physicians to challenge assumptions, tolerate ambiguity, appreciate cultural influences, and honor the unique perspectives of our patients. In the increasingly complex and challenging work environment of academic health centers, faculty must find mechanisms to maintain workplace meaning and prevent burnout. Reading a book prior to attending one's annual professional society meeting and participating in thoughtful discussions was enjoyable and useful. When facilitators are thoughtfully prepared to guide conversations, professional growth can result in useful insights related to academic practices and pursuits.

From Industry to Generativity: The First 12Years of the Association for Academic Psychiatry Master Educator Program.

This study presents a mixed-methods evaluation of the first 12years of the Association for Academic Psychiatry (AAP) Master Educator (ME) program, developed in 2003 to help academic psychiatrists hone their skills as educators. Participants attend two 3-h workshops at the annual meeting, organized in 3-year cycles, for a total of 18h. Core topics include assessment, curriculum design, and program evaluation. Overall session rating scores from 2003 to 2014 were analyzed using descriptive statistics. A 20-question survey was sent to 58 program graduates in October 2014, exploring participant perspectives on the impact of the ME program on their careers and on the educational programs they were affiliated with. Survey responses were analyzed quantitatively (for multiple choice questions) and qualitatively (for open-ended questions). The mean overall session scores ranged between 4.1 and 4.9 (on a Likert-type scale of 1-5) for each 3-year cycle. Twenty-nine graduates completed the survey (50% response rate). Survey responses indicated a positive perception of the impact of the ME program on participants' careers. Most respondents noted improvement in their teaching methods and curriculum development skills and being able to link educational theory with their individual practices. There was a significant increase in perceived confidence, leadership, and further contributions to their educational milieu. Fifteen (52%) participants also reported generative behaviors that directly impacted others, such as developing new programs, enhancing existing programs at their institutions, or contributing to national educational efforts. The AAP ME program has demonstrated significant benefit over its 12years of existence. This program represents one strategy to sustain and grow an international community of like-minded educators working to develop their own and future generations' skills in providing high-quality education in psychiatry.

Education on Genetics for Psychiatric Residents

Two papers by Hoop et al. (1) and Winner et al. (2) in this issue of Academic Psychiatry call attention to the increasingly important need for psychiatric residents to receive a thorough grounding in the role of genetics and genomics in psychiatry as it will be practiced in the future. Taken together, the papers suggest that the topic of genetics is currently slighted in the curricula of many U.S. psychiatric residency training programs. An understanding of genetics will be critical to future psychiatrists not only for a fuller understanding of the etiology of disease entities, but also for an appreciation of the cause and treatment of psychiatric symptoms. Brain imaging techniques and genetics together are already providing correlative data to shed light on variability of presentation of some illnesses. For example, apolipoprotein E epsilon4 carriers with Alzheimer’s disease have been shown to have greater atrophy in the parietal cortex bilaterally and in the right hippocampus than noncarriers with Alzheimer’s disease (3). Surprising developmental discoveries involving the genetics of neurodegeneration are also being made. As an example, children and adolescents carrying the epsilon4 allele of the apolipoprotein E gene have been found to have, on average, thinner entorhinal cortices as demonstrated by MRI than do those carrying other alleles (4). Differences in the tendency to pay more attention to positive or negative elements in the environment have been shown to have a genetic basis. Individuals homozygous for the long allele for the promoter region of the serotonin transporter gene (5-HTTLPR) were recently found to show a marked bias to selectively pay attention to affectively positive material and to selectively avoid affectively negative material in their environment relative to those carrying at least one of the long alleles for the promoter region, meaning the homozygous long-allele carriers seem more likely to “look on the bright side,” which may explain their lower susceptibility to mood disorders than short-allele carriers (5). Research is ongoing on the interaction between trauma and genetic vulnerability to trauma. Variability in the promoter region of the serotonin transporter gene may be associated with the degree of emotional resilience shown by different individuals exposed to trauma (6). Integrating the most up-to-date scientific information into psychiatry training has been a priority since residencies in psychiatry were introduced. Genetics has been cited as a topic of critical importance in the curriculum of psychiatric residencies in several papers published over the past 15 years (7–9); the publication of two papers on the topic in this issue highlights the recognition of the need for the presence and standardization of a strong didactic curriculum in genetics in residencies. The Psychiatry Program Requirements of the Accreditation Council for Graduate Medical Education (10) currently state, “The didactic curriculum must include the following components: . . . the biological, genetic, psychological, sociocultural, economic, ethnic, gender, religious/spiritual, sexual orientation, and family factors that significantly influence physical and psychological development throughout the life cycle” (emphasis added). We believe that the professional associations of individuals involved in psychiatric residency education, including the American Association of Directors of Psychiatric Residency Training (AADPRT) and the Association for Academic Psychiatry (AAP) can play a useful role in helping to develop standard curricula in genetics by incorporating educational materials such as suggested readings, videos, and audiovisual presentations that training programs of all sizes could use to teach the fundamentals of psychiatric genetics to their residents. The two articles published in this issue of Academic Psychiatry together describe the opportunity that currently confronts residency training programs: to successfully educate psychiatrists about the rapidly expanding field of psychiatric Received and accepted November 6, 2009. The authors are affiliated with the Department of Psychiatry and Behavioral Medicine at the Medical College of Wisconsin in Milwaukee, Wisconsin. Address correspondence to Joseph B. Layde, M.D., J.D., Medical College of Wisconsin, Department of Psychiatry and Behavioral Medicine, 8701 Watertown Plank Rd., Milwaukee, WI 53226; jlayde@mcw.edu (e-mail). Copyright © 2010 Academic Psychiatry

The Association for Academic Psychiatry

The Association for Academic Psychiatry

Developing the Careers of Clinician-Educators in Psychiatry

This article describes initial efforts by the newly developed Clinician-Educator Section (CES) of the Association for Academic Psychiatry (AAP) to support the career advancement of academic faculty within psychiatry. The CES provided its first workshop at the 2005 AAP annual meeting, focusing on early career development and academic promotion. The CES obtained input from members regarding their vision for how this newly developed section could support their career development. Workshops were among the suggestions provided and therefore this article will describe the planning, implementation, and outcome measures of the initial workshop provided by the CES. The authors describe a summary of the workshop, descriptive statistics obtained from a needs assessment, and formal evaluation ratings of the workshop. Results indicate that this initial effort was a helpful professional development opportunity for academic psychiatrists. The AAP-led initiative described in this article is a positive first step in the field of academic psychiatry to leverage the valuable educational and facilitative role of a professional organization in promoting the career advancement of clinician-educators in psychiatry.

Organization Supports Psychiatric Educators

Back to table of contents Previous article Next article Academically SpeakingFull AccessOrganization Supports Psychiatric EducatorsDon Hilty, M.D.Don HiltySearch for more papers by this author, M.D.Published Online:4 Nov 2005https://doi.org/10.1176/pn.40.21.0037What is the Association for Academic Psychiatry (AAP)? The AAP is an international organization of about 425 psychiatric educators who are invested in the continued development of teaching skills and the academic careers of psychiatrists. These are among its areas of focus:Teaching skills: creativity, technology, and evaluationInterprofessional education: team work, communication, and other topicsTechnology and educationPromotion: academic portfolios, faculty development, and mentoringThe annual meeting is balanced between interactive didactics and planned informal gatherings to promote networking and collaboration. AAP rewards good teaching and scholarship with several awards:Residents and fellows (four awards)Early career faculty teachers (six awards)Regional faculty teachers of the year (11 awards)Teacher, group, or program of the yearAAP award for outstanding serviceLifetime achievement awardAnnual dues for an individual membership is $225. These are among the benefits:Individual subscription to Academic Psychiatry and the BulletinAccess to Web resourcesEligibility for awardsDiscounted registration fee at annual meetingThe annual dues for institutional membership is $550 (two representatives). These are among the benefits:Subscriptions to Academic Psychiatry and the AAP BulletinAccess to Web resourcesEligibility for awards and ability to nominate residents and faculty for awardsDiscounted registration fee for two department members at annual meetingActivity Through MeetingsThe AAP participates in and sponsors many events that are important to psychiatric education. For example, AAP members participated in the APA Summit on Medical Student Education, which was held at APA headquarters in April and was cosponsored by the Association of Directors of Medical Student Education in Psychiatry (ADMSEP). The summit offered an opportunity for participants from different psychiatric education organizations to brainstorm, identify areas for collaboration, build relationships, and develop consensus (Psychiatric News, June 17).In an exciting new pilot project, called the AAP Workshop Consultations Feedback Program, trained consultants observe and help presenters at national psychiatric meetings to improve their teaching skills. Meetings that consultants have attended include the AAP's 2000 meeting, the 2003 meeting of Association of Directors of Psychiatric Residency Training, and the 2005 meeting of ADMSEP. They will be attending APA's 2006 annual meeting, which will be held May 20 to 25 in Toronto.Goals for Strategic PlanningAcademic products: We wish to help faculty with teaching, through partnerships with publishing groups and a series of products, such as concise guides, handbooks, or books; monographs; portable curricula; and other teaching resources. We are exploring online options as well as hard-copy materials. Our first product is the Handbook for Faculty Development in Psychiatry and Behavioral Sciences, released just last month by American Psychiatric Publishing Inc. Dr. Laura Roberts and I took the lead and worked with many outstanding academicians nationally.Use of technology by AAP: We are redesigning our Web site and want to put more member information online (for example, pictures, brief CVs). Many good resources are, and could be, on the Web site: videos, slides, portable curricula, and case vignettes with slides or a discussant. The AAP work group on technology includes, in addition to me, Drs. Don Fidler, Bob Boland, Debbie Hales, Carl Chan, Simon Kung, Joe Layde, John Luo, David Lynn, Phil Muskin, and Linda Worley.Faculty development consultation service: We are in the preliminary planning stages of developing individual, group, departmental, and institutional consultations.If you have any questions about AAP, please send them to me by e-mail at [email protected]. Linda Worley, M.D., became president in October, and she can be reached at [email protected].More information on AAP is posted online at<www.academicpsychiatry.org>.▪Don Hilty, M.D., is president of the Association for Academic Psychiatry. ISSUES NewArchived

Michelle Riba, M.D., M.S., 131st President, 2004–2005

Back to table of contents Previous article Next article Presidential PaperFull AccessMichelle Riba, M.D., M.S., 131st President, 2004–2005John F. Greden, M.D.John F. GredenSearch for more papers by this author, M.D.Published Online:1 Nov 2005https://doi.org/10.1176/appi.ajp.162.11.2048AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail I have the distinct honor of introducing Dr. Michelle Riba, President of our esteemed American Psychiatric Association.I will begin her introduction with a story. I first met Michelle in 1993 when we recruited her for a position at the University of Michigan. As the interview closed, I looked at her and asked, “How long do you suppose it will take before you become President of the American Psychiatric Association?” Despite preconceived stereotypes among some in our society about psychiatrists, I had no crystal ball. Michelle simply radiated leadership 12 years ago even as she does now. A few selected examples illustrate her wide-ranging skill sets.First, Michelle is a world leader in education. Teaching appears to be in her genes. Indeed, before becoming a psychiatrist, she taught high school chemistry and biology. At the University of Michigan Department of Psychiatry, she served first as our Director of Residency Education and later as Associate Chair for Education and Academic Affairs. She has received APA’s Nancy Roeske award for excellence in medical student education twice and served as President of both the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry. When the Institute of Medicine compiled a team to help remedy the severe shortage of academic psychiatry clinical investigators, Michelle was appropriately asked to be a member of that elite group. As APA President, she has played a key role in the National Psychiatry Training Council, which the National Institute of Mental Health established to implement the Institute of Medicine guidelines. I have the privilege to co-chair that group, a collection of ALL key players in the field, and as a side commentary, it is my hope that all members of our profession will recognize and support this vitally important effort to create a new generation of academic psychiatrists.In clinical domains, Michelle excels in consultation-liaison psychiatry. Some teach and talk collaboration; Michelle exemplifies it. At Michigan, she led the development of the PsychOncology Program and serves as its Director. The Ford Motor Company awarded her the “Partners in Health Award”—the Cancer Center’s highest annual honor—for this program.I recently asked Dr. Riba to assume a new position as Associate Chair for Integrated and Collaborative Services in our department. This new position requires her to lead, develop, organize, integrate, and manage new opportunities for clinical, educational, and research collaborations among our Department of Psychiatry and the Depression Center, on the one hand, and other Centers of Excellence within our health system, on the other. Without such bridge building, it is my belief that psychiatry will not succeed in forging and solidifying the partnerships that enable our most promising tremendous scientific advances to be translated into the mainstream clinical delivery in our nation’s complex health system.Academically, Dr. Riba is a prolific, practical, and powerful voice. She has over 100 peer-reviewed articles, chapters, and abstracts and has edited or co-edited more than 25 books. She is an administrative legend. She prioritizes, organizes, and accomplishes, quietly juggling multiple projects without ever appearing to be multitasking, and is not afraid to dream. She also is not afraid to take positions that firmly defend values of importance to our patients and families and that emphasize the role of psychiatrists in their care. For example, she recently launched a task force on college mental health, emphasizing the essential participation of psychiatrists in the delivery of care for our student populations.Finally, Michelle is a wonderfully balanced individual: a dedicated daughter, a remarkable spouse to Artie, and a devoted Mom for Elisa and Erica. In essence, she does it all. The American Psychiatric Association has been privileged to be led by this President, Dr. Michelle Riba.Dr. Greden is Rachel Upjohn Professor of Psychiatry and Clinical Neurosciences and Chair, Department of Psychiatry; Executive Director, University of Michigan Comprehensive Depression Center; and Research Professor, Molecular and Behavioral Neuroscience Institute, University of Michigan. Address correspondence and reprint requests to Dr. Greden, Department of Psychiatry, University of Michigan, MCHC Box 0295, 1500 East Medical Center Dr., Ann Arbor, MI 48109-0704; [email protected] (e-mail). FiguresReferencesCited byDetailsCited ByNone Volume 162Issue 11 November 2005Pages 2048-2048 Metrics PDF download History Published online 1 November 2005 Published in print 1 November 2005

With Profound Appreciation

Our readers will note that there have been changes on our masthead. The most prominent change is the retirement of Dr. Sam Keith as Editorin-Chief after having served 6 years in that role. Dr. Keith’s accomplishments with the Journal have been substantial. One of the outcomes of these efforts on Sam’s part was the inclusion of Academic Psychiatry in Index Medicus for the first time, a decision we learned about 2 months after his resignation as Editor-in-Chief. He instituted a number of new ideas. These included the following: 1. Fostering and increasing the number of special issues addressing selected timely topics. 2. Expanding the review process so that every new manuscript is refereed by a junior person with an interest in the particular topic. He saw this as an extension of the missions of our two parent organizations (the Association for Academic Psychiatry [AAP] and the American Association of Directors of Psychiatry Residency Training [AADPRT]) to mentor junior psychiatric educators and to foster their career development. 3. The inclusion of occasional point/counterpoint articles. 4. Increased emphasis on the importance of empirical evaluation of educational ideas while defining more rigorously the role and benefit of Review Articles, Commentaries, Overviews, thought-pieces, etc. 5. Expanded use of Letters to the Editor as a forum for new program descriptions. 6. Greater in-house pre-review of manuscripts (helps extend the half-life of our referees). 7. Expansion of the Editorial Board. 8. The addition of a Special Assistant to the Editor-in-Chief to help manage the flow of papers. 9. Institution of regular conference calls among the editorial leadership to coordinate policy and harmonize philosophies of review attitudes, etc. For me, Sam has been a particularly valued friend, colleague and mentor. One could not ask for more than Sam gave. He shared his wisdom born of over a decade of editing other journals and gave this—still green in the beginning—Deputy Editor all his support in trying out new ideas and approaches. He often allowed me to be the more visible of the two of us, often making it seem as if much for which he deserved the credit was due to my efforts. In the process, he has left a mark within me that will sustain the rest of my career. I have my own personal difficulty dealing with leave-takings—one does not forgo the wisdom accumulated from 6 years as Editor-in-Chief if one can avoid it—so my (and our readership’s) consolation is that Dr. Keith has agreed to serve on the Editorial Board. We will miss his presence and his wisdom and his provocative sense of humor in our weekly conference calls, but wewill be sustained by still having that and more at our regular Editorial Board meetings. Thank you, Sam.

The Life Stories of Children and Adolescents: Using Commercial Films as Teaching Aids

Commercial films have been used by educators as helpful components in the psychiatry training process. Professional literature describing cinema focusing on children, adolescents, and their families, however, has been conspicuous by its absence. A solicitation from child and adolescent psychiatry members of the Association for Academic Psychiatry resulted in a compilation of 97 substantial and relevant commercial films, with each accompanied by a single-sentence annotated description. The author proposes a teaching approach and suggests questions to assist educators in the utilization of these films during the training of residents about child and adolescent themes and issues. A description of this approach is illustrated using two representative films.

Didactic Modules for Curricular Development in Child and Adolescent Psychiatry Education

A group of child and adolescent psychiatry educators in the Association for Academic Psychiatry have developed didactic aids, termed modules,for curricular development in child psychiatry training programs. These modules consist of sets of references designed to communicate the essence of a subject area. The design is flexible, allowing the modules to be used by programs with varying amounts of time available for teaching the designated subject. The project has been endorsed by the major organizations representing education in child psychiatry. Eight modules are available for distribution, and a mechanism is in place for creating others. The authors believe this concept will be equally useful in adult psychiatry programs.

Psychotherapy training for the psychiatrist of the future

There is uncertainty about the future role of psychodynamic psychotherapy in psychiatric practice and education. The Association for Academic Psychiatry and the American Association of Directors of Psychiatry Residency Training formed a joint task force to review the issue. It developed a rationale for continued training in expressive psychotherapy and a model curriculum for such training that is both effective and realistic in terms of the diverse demands and structures of modern residencies. A minimum curriculum was also designed for resource-poor programs.

Basic readings in consultation psychiatry

Dr. Mohl is an associate professor ofpsychiatry at the University ofTexas Health Science Center. and Dr. Cohen-Cole is an associate professor ofpsychiatry at Emory University. Reprint requests to Dr. Mohl in the Department ofPsychiatry. University ofTexas Health Science Center at San Antonio. 7703 Floyd Curl Drive. San Antonio. TX. 78284. As tertiary care medicine has grown more specialized, the clinical need for and cost-effectiveness of psychiatric and psychosocial care for medical patients have increasingly been recognized. Similarly, the growth of primary care programs in medicine and family practice has led to parallel needs for psychiatric and psychosocial services for general medical patients, and for psychiatric training of medical housestaff. In recognition of these relatively new demands and opportunities for psychiatric services and training, the Consultation-Liaison (C-L) Section of the Association for Academic Psychiatry (AAP) has been working to develop a more thorough and intellectually coherent basis for C-L psychiatry. Under the chairmanship of Don Lipsitt, M.D., the C-L section has encouraged required C-L rotations in general psychiatry residencies and it has proposed a set of basic objectives for provision of competent consultation to medical colleagues. I These objectives, developed by a task force chaired by one of the authors (SC-C), were derived from recommendations of leading academic C-L psychiatrists concerning the basic knowledge and skills needed by general psychiatrists in consultation psychiatry. To increase the usefulness of these objectives, the Section then sought to develop a set of readings tied to each of them. It was thought that such a reading list would help the field of C-L psychiatry, as a relatively new area of practice and training, and would further define its distinct educational content and clinical approaches. In order to create this reading list, a task force, chaired by the two authors, solicited readings from AAP members as well as from several additional nationally prominent C-L programs (eg. at UCLA). In all, 617 different readings from 18 different programs were proposed for the final list. Evaluation forms were developed to rate each article's comprehensiveness, relevance, clarity. brevity, current content, and overall suitability for a basic reading list. All recommended readings were evaluated by at least one of 27 reviewers as well as by one of II task force members (see Appendix). Task force members then made final recommendations for the list based on these evaluations. When there was disagreement or lack of certainty, the two co-authors collaboratively made final decisions concerning which readings should be recommended for each objective. A draft reading list was presented to the C-L section of the AAP at its annual meeting in March 1984. This presentation led to additional modifications. The final choice of 86 recommended readings tied to 46 specific objectives is listed below. These are suggested as basic readings on material that the Section believed should be mastered by psychiatrists.

Proceedings of the Association for Academic Psychiatry

Proceedings of the Association for Academic Psychiatry

Association for Academic Psychiatry

Association for Academic Psychiatry

Association for Academic Psychiatry

Association for Academic Psychiatry

Association for Academic Psychiatry

Association for Academic Psychiatry