Instruction In Psychiatry Research Articles

Perceptions of the oral health of their patients reported by Brazilian medical residents in psychiatry

Persons with severe mental disorders have higher chances of presenting oral health problems than persons in the general population. Mental disorders are considered public-health problems worldwide. Interpreting statements on oral health made by medical students receiving instruction in psychiatry is essential to provide elements for reflection on their difficulties, barriers or limited knowledge in managing their patients' oral health. Based on the presupposition that doctors provide their patients with no instruction or support concerning oral complaints, because these do not symbolize the same challenges as those emerging from severe mental disorders. The aim of this study was to interpret symbolic meanings of statements expressed by medical residents in psychiatry at a specialized university outpatient clinic, about their patients' oral health. Qualitative research using the Qualitative-Clinical method was conducted, adopting the theoretical reference of medical psychology. Data were analyzed by the Clinical-Qualitative Content method and the Seven-Step technique. Based on 06 interviews analyzed, the following categories emerged: "What do I do? Psychiatrists' dilemmas about not understanding their role in patients' oral health; and "Dentists do not participate in Balint' so-called "collusion in anonymity". It was concluded that among others, the paradigm consisted of a sociological composition, therefore it was stronger than personal decisions that might eventually oppose the barriers to interdisciplinary work posed by the institutional model, which were intertwined with paradigmatic barriers. Thus, specialist training should include a dental perspective, so that oral examinations would always be included in the physical examinations, from an interdisciplinary perspective of the integrity of health-care.

The effects of education in psychiatry on attitudes towards antidepressants in nursing students: A cross-sectional study

BackgroundStigma associated with depression and antidepressants is strong among the general population but also among patients and health professionals. ObjectivesThis cross-sectional study is aimed at: 1) evaluating the knowledge and attitude towards antidepressant by nursing student; 2) exploring the association between instruction in psychiatry and representation of depression and antidepressants. Participants2037 undergraduate students from 10 French nursing schools were invited to participate in 2017, 1475 (73%) completed the questionnaire. MethodsThe self-report questionnaire included the Drug Attitude Inventory (DAI) and questions about representation on depression and antidepressant. Four groups of students were built: 1) pre-teaching group (PT) as a reference group, 2) clinical training in psychiatry (CT), 3) receiving mental health theoretical education (TE), 4) receiving both (CT + TE). ResultsThe mean (standard deviation) DAI score was negative: -1.9 (±4.4) with only 40% of the nursing students conveying a positive attitude towards antidepressant. A combination of CT and TE was associated with a more positive attitude towards antidepressant in comparison with the PT condition. The CT + TE group was more prone to view antidepressants as effective and safe. ConclusionThere is strong stigma against depression/antidepressants among nursing student. Education combined with clinical experiences in psychiatry improved these representations.

The Effect of Field-Dependent and Field-Independent Cognitive Styles on Student Ratings of Instruction in Psychiatry

Recent research has demonstrated that field-dependent and field-independent cognitive styles have a significant influence on the way students learn and teachers teach in the classroom, although reports of such studies within the medical context are few in number. The purpose of this study was to examine the effects of cognitive style on medical student satisfaction with a first year course in personality development. The results failed to support the hypothesis that cognitive style differences influence student reactions to such behavioral science courses.

Guidelines for competency-based instruction in psychiatry.

This paper presents guidelines for teachers who wish to design competency-based instructional activities in psychiatry. Developed over a 3 year period, these guidelines outline the methods used by teachers to construct competency-based seminars and clinical rotations. The guidelines describe the process of stating knowledge objectives, performance objectives and experiential objectives for psychiatric trainees to attain prior to completion of training in a given area. Selection of appropriate teaching strategies as well as criteria and conditions for assessment of the residents' abilities are also reviewed. Comments regarding the authors' experience using these guidelines with teachers are offered.

Differences Between Physically-minded and Psychologically-minded Medical Practitioners

Concern is now general (College of General Practitioners, 1958; Hill, 1960; School of Medicine and Human Biology, 1963) that doctors are inadequately trained for a number of the demands made on them in practice. Many doctors are not equipped to treat emotional disorders and to collaborate with psychiatrists in the treatment of psychologically ill patients. Under present conditions many young doctors graduate with a distinct antipathy to the social and emotional aspects of illness (Walton et al., 1963; Walton et al., 1964). Experienced general practitioners sometimes express strong dislike for the psychological component of their practice and disinclination to get any further training in psychological medicine (Rawnsley and Loudon, 1962). Even those doctors who do seek instruction in psychiatry differ widely in the type of teaching they want and in their attitudes to patients (Walton, 1965). Many of those selecting themselves for training are unsuitable (Balint et al., 1966).

The function of the psychiatric social worker at Western Psychiatric Institute.

The Western Psychiatric Institute and Clinic of the University of Pittsburgh Medical School consists of 5 departments interrelated by the common purposes of treatment, teaching, and research. These are the medical, nursing, social service, psychology and occupational therapy departments. Each carries on a program of professional training. The medical department trains physicians and medical students in clinical psychiatry in a 3-year program. The nursing department offers a 3-month affiliation to undergraduate nurses from other hospitals, with instruction in psychiatry and experience in psychiatric nursing. It also provides experience for graduate nurses working toward a bachelor’s degree with a major in psychiatric nursing, as well as for the mental hygiene consultants, who are recipients of U. S. Public Health Service stipends. The psychology department trains clinical residents in psychology, and the occupational-therapy department provides experience for students in occupational therapy from Ohio State University. The departments work together in interpreting the different disciplines to the students. For a long time the resident staff had discussed the question of the specific function of the psychiatric social worker at the Institute. The medical staff wanted a clear statement of the distinction between the psychotherapy practiced by the residents and the casework of the psychiatric social workers. After ample discussion by the chief psychiatric social worker with individual secondand third-year residents, as to their concept of the function of the psychiatric social worker, a statement was prepared and submitted to the medical staff for their approval. The medical staff-at that time 6 psychiatrists-agreed that the statement, which is presented below, would have much

Psychiatry in Sweden

IN a recent address (Nordisk Med., 10, 1921; 1941) at the opening of the new Psychiatric Clinic at the Caroline Hospital, Stockholm, Dr. Viktor Wigert gave a retrospect of clinical psychiatry in Sweden during the last hundred years. In 1844 it was stated by the authorities in charge of the hospitals in Sweden that no expert knowledge was required for the treatment of insanity, which was therefore no concern of public health. This pronouncement had been occasioned by a demand made by a Royal Commission headed by Dr. Carl Ulrik Sondén that all institutions to be built for the care of the insane should provide for the treatment as well as for the confinement of the patients. Sondén, who was a pioneer in Swedish psychiatry, was the first to emphasize the importance of instruction in this branch of medicine, which was introduced in Sweden by Dr. Nils Gustaf Kjellberg, at the Uppsala Asylum in 1859. Kjellberg was an eminent man of science, who as early as 1863 expressed his conviction of a causal connexion between syphilis and general paralysis. In 1861 psychiatry was made a compulsory subject for the medical student in Sweden. In the 'nineties demands were made, particularly by Prof. Frey Svenson of Uppsala and Dr. Bror Gadelius of Stockholm, that special clinics for instruction in psychiatry should be created and that professors of psychiatry should be relieved of their duties as senior physicians to large asylums. Opposition to this demand, however, was not overcome until 1928, when it was decided to open a psychiatric clinic at the Lund University Hospital. The establishment of a similar clinic at the Uppsala University Hospital has since been decided upon, but this has not yet been completed. The psychiatric clinic recently established at the Caroline Institute of Stockholm finally realizes Sondén's desire for an institution for the cure of mental diseases.

Undergraduate Instruction in Psychiatry

Undergraduate Instruction in Psychiatry

Graduate instruction in psychiatry and neurology

Graduate instruction in psychiatry and neurology

Instruction in Psychiatry

Instruction in Psychiatry

Experiments in Correlating Clinical, Laboratory and Didactic Instruction in Psychiatry and Therapeutics

Experiments in Correlating Clinical, Laboratory and Didactic Instruction in Psychiatry and Therapeutics

The Maudsley Hospital

The Maudsley Hospital was opened on January 31, 1923, by the Minister of Health (the Right Honourable Sir Arthur Griffith-Boscawen, M.A., J.P.). Fifteen years have now elapsed since the late Dr. Henry Maudsley made his generous offer to the London County Council of 30,000 towards the cost of erection of a hospital with three main objects: (1) Early treatment of cases of curable mental disorder; (2) promotion of scientific research into the causes and pathology of mental disorder with a view to prevention and treatment; (3) provision of facilities for clinical instruction in psychiatry. The realisation of Dr. Maudsley's project was delayed in the first instance by difficulty in finding a site complying with his condition that it should be within four miles of Charing Cross, and later by the occurrence of the war.

Some Points Complementary to the Institution of Post-Graduate Instruction in Psychiatry

It is now generally granted that a post-graduate training for medical men desirous of taking up lunacy as a speciality is essential in order that the study of the causation of insanity may progress along scientific lines, and accurate co-ordinated observations result therefrom, but it is equally necessary that the conditions and circumstances of these men on taking up work in asylums should conduce to the best interests of the speciality in question and tend to bring out the best qualities of the medical personnel. A moment's consideration proves that such conditions are conspicuous by their absence.

Instruction in Psychiatry.

Philadelphia, May 28, 1904. <h3>To the Editor;</h3> —In your editorial of to-day's issue ofThe Journalon "Instruction in Psychiatry," you failed to make any mention of the instruction which has been given for a number of years past in the Jefferson Medical College of Philadelphia. In the session of 1897-98 a systematic course, clinical and didactic, was given by myself, extending over the college term, beginning in the fall and continuing until the close of the college session; this course was voluntary. In the following year, that is in the session of 1898-99, attendance on these lectures became obligatory. In 1900 neurology and psychiatry were elevated to the position of a major branch, and an examination was required at the end of the session. The instruction is both didactic and clinical, the large number of cases in the insane department of the Philadelphia Hospital yielding abundant material for the

3. Retrospect of Criminal Anthropology

The deeply interesting and instructive Museum of Criminal Anthropology, founded by Lacassagne in the noble university on the banks of the Rhone, is well known to all medical visitors to Lyons. It is now proposed by the Faculty of Medicine at Turin to establish a museum somewhat similar in character, though of wider scope, at the university with which Lombroso has so long been connected. All the material, so far as it can be collected, for the study of the causes, symptoms, and therapeutics of insanity and criminality will here be brought together. The medical man, the lawyer, and the philosopher will be able to examine the “palimpsests” of the asylum and the prison, the data concerning the ætiology of crime and mental perturbations, the geography of crime, etc., and the skeletons and brains of the insane and criminal will demonstrate the close connection between mental aberrations and corporal abnormalities. Such a museum must form a most valuable source of instruction in psychiatry, and it is to be hoped that the initiative of France and Italy may before long be followed in England. I may add that a Museum of Psychology—not of morbid psychology especially—was founded a few years since at Florence by Professor Mantegazza.