Psychiatric Education Research Articles

Comparison of Positive and Negative Symptoms in People Diagnosed With Schizophrenia

Objective: This study aims to shed light on the specification and comparison of positive symptoms and negative in schizophrenic patients. Theoretical Framework: With the influence of various structural and ideological factors, the family and society now play an expanded role in terms of behavior, attitudes, beliefs and relationships. This impact has been reflected in all societies in the world; however, while Western countries have adapted social policies to accommodate these changes, developing countries have not created appropriate structures. In Kosovo, funding of mental health services remains low, while mental health problems represent 12.3% of general illnesses and 30.8% of causes of work incapacity. Method: The study is descriptive-analytical, qualitative and quantitative. The research was carried out in four municipalities of Kosovo, whereby, patients with schizophrenia who appear in psychiatric institutions and their caregivers/family members have served as subject samples. Results and Discussion: The results have shown that the presence of schizophrenia is reflected in the prevalence of a low level of education, a high level of unemployment, as well as harmful activities such as smoking and alcohol consumption and physical inactivity. The PNS-Q Self-report and Family Member questionnaires have shown significant correlations for the subscales of positive and negative symptoms. Research Implications: It is recommended for patients with schizophrenia and their families a well-structured strategy created in collaboration with experts in relevant fields, including social protection, psychiatric medical services, education, and integration plan in social life. Originality/Value: This research article aims to increase knowledge about the disease of schizophrenia, especially its symptoms.

Artificial intelligence in psychiatric education: Enhancing clinical competence through simulation

ABSTRACT The integration of artificial intelligence (AI) in psychiatric education offers transformative potential to enhance clinical competence through realistic simulations. Traditional educational methods face limitations in replicating complex psychiatric cases, and AI-based tools provide a scalable solution. This narrative review examines current evidence on the efficacy of AI-powered simulations, focusing on their role in skill development, diagnostic accuracy, and safe clinical training. Through a comprehensive literature review of studies from 2010 to 2024, key themes such as AI’s ability to standardize patient encounters, provide instant feedback, and improve student confidence are explored. Findings suggest that AI can enhance psychiatric education by offering consistent, adaptable learning experiences that prepare trainees for real-world complexities. However, challenges such as ethical considerations and accessibility disparities must be addressed for AI to be effectively integrated into psychiatric training. This review provides insights into the future of AI in medical education and its potential impact on training the next generation of psychiatrists.

Transforming Practical Evaluations: A Comparative Approach to Students’ Satisfaction with OSCE Versus Traditional Methods

Background Objective Structured Clinical Examination (OSCE) is a method of clinical evaluation which is a competency-based, systematic and objective method for the evaluation of students. The present study was carried out to compare the nursing students’ satisfaction between OSCE and Traditional Practical Examination (TPE) in psychiatric nursing at, Chennai, South India. Methods The study was conducted using the randomized cross-over research design with two groups in a selected Nursing College, Chennai among 84 III-year B.Sc. Nursing students (42 students in each group), were selected using the consecutive sampling technique. The participants were randomly assigned to Group I and Group II based on their second-year university examination scores, using the odd-even method. Data was collected using the baseline characteristics of the students and rating scale on satisfaction of evaluation methods (OSCE and TPE). The data were entered into Excel and analyzed using SPSS for Windows (20.0, IBM Corp) with appropriate statistical tests. Results Overall students’ satisfaction scores were higher in OSCE (98.26 ± 6.44) while comparing to TPE (89.82 ± 7.27, p < .001). Students overwhelmingly perceived positively (strongly agreed) toward OSCE on most of the items on quality of assessment, reliability and validity. Conclusion The study found that students reported high levels of satisfaction with the OSCE, indicating its effectiveness as an evaluation tool. This suggests that the OSCE contributes positively to students’ learning experience and engagement in psychiatric nursing education.

The Life and Work of Prof. Dr. Antapur Venkoba Rao: The Enduring Legacy of an Innovative Mind.

Dr. Antapur Venkoba Rao, born on August 20, 1927, in Andhra Pradesh, was a pioneering figure in Indian psychiatry, often recognized as the "Father of Indian Psychiatry" and the "Father of Geriatric Mental Health." His exceptional academic achievements led him to specialize in psychiatry, where he made substantial contributions, particularly in the study of depressive disorders. Dr. Rao's influential research encompassed affective disorders, the clinical application of lithium, and the psychiatry of aging. Among his significant accomplishments, Dr. Rao identified "low melatonin syndrome," linking it to increased relapse rates and suicide risk, and established one of the world's largest lithium clinics. His work in transcultural psychiatry challenged the prevailing belief that depression was less common in India, revealing how cultural factors can influence suicide risk. As the Head of Psychiatry at Madurai Medical College and Editor-in-Chief of the Indian Journal of Psychiatry, Dr. Rao played a crucial role in shaping psychiatric education, research, and practice in India. His impact is further reflected in his numerous awards, including the prestigious Dr. B.C. Roy National Award, and his ongoing engagement in academia and research until his passing on September 25, 2005. Dr. Rao's enduring legacy is evident through his research, publications, and the many psychiatrists he mentored.

American emergency room wait times for psychiatric conditions from 2019 to 2021

Use of Emergency Departments (EDs) for psychiatric complaints has increased significantly in past decades. The onset of the COVID-19 pandemic saw large shifts in ED usage, with a relative increase in mental health complaints in EDs. This paper will investigate the difference in ED wait times for psychiatric and non-psychiatric complaints over this period. Utilized National Hospital Ambulatory Medical Care Survey (NHAMCS), from 2019 to 2021, for average wait times for psychiatric versus non-psychiatric complaints. Compared the average wait times for psychiatric complaints by region, triage status, and ICD-10 F code. There was no significant difference in the average wait times overall between these conditions (P = 0.57). People with schizophrenia or psychosis had a significantly higher wait time (P = 0.03) compared to mental health symptoms secondary to physiologic conditions. Northeastern American EDs also had prolonged wait times for psychiatric conditions (P < 0.01) Research into factors of prolonged wait times can advise quality improvements such as the implementation of evidence-based triage and workup tools, and directed psychiatric education.

Humanoid patient robot for diagnostic training in medical and psychiatric education.

Simulation-based learning is an integral part of hands-on learning and is often done through role-playing games or patients simulated by professional actors. In this article, we present the use of a humanoid robot as a simulation patient for the presentation of disease symptoms in the setting of medical education. In a study, 12 participants watched both the patient simulation by the robotic patient and the video with the actor patient. We asked participants about their subjective impressions of the robotic patient simulation compared to the video with the human actor patient using a self-developed questionnaire. In addition, we used the Affinity for Technology Interaction Scale. The evaluation of the questionnaire provided insights into whether the robot was able to realistically represent the patient which features still need to be improved, and whether the robot patient simulation was accepted by the participants as a learning method. Sixty-seven percent of the participants indicated that they would use the robot as a training opportunity in addition to the videos with acting patients. The majority of participants indicated that they found it very beneficial to have the robot repeat the case studies at their own pace.

Psychiatric Care, Training and Research in Aotearoa New Zealand

Abstract Objective: Aotearoa New Zealand, a commonwealth country, is situated in the South Pacific Ocean, in the southwestern most part of Polynesia. The country comprises two main islands – the North and South Islands – with total population of 5 million. Within this context, the authors describe mental health (including indigenous Māori perspective), psychiatrist training, mental healthcare system, and recent research in New Zealand. This review is intended to familiarize the readers of the Taiwanese Journal of Psychiatry with the current status of psychiatric practice in New Zealand. Methods: The authors of this review collected and reviewed relevant literature on psychiatric care, education, training, and research in New Zealand. In addition, official government publications, such as reports from the Stats New Zealand and Ministry of Health, were examined to gather relevant data. Results: After providing a brief overview of New Zealand’s geography and history, the authors describe two major ethnic groups, New Zealanders of European descents, and the Māori, who are descendants of Polynesian settlers. Then, the prevalence of psychiatric diseases, trainings for the psychiatrist workforce, the Royal Australian and New Zealand College of Psychiatrists, the New Zealand Mental Health Act, and recent psychiatric research are highlighted. Conclusion: New Zealand, with dominant European and Māori cultural groups and an emerging Asian population, has a growing, diverse population. Its universal healthcare system, restructured in 2022 under Te Whatu Ora (Health New Zealand) is aimed at enhancing efficiency and equity but faces challenges like Māori underrepresentation in the psychiatry workforce and rising demands from the growing Asian community. While mental health issues have gained government attention, future advancements are needed to improve psychiatrist recruitment and retention, enhance equitable service delivery, strengthen mental health laws, and increase psychiatry funding.

LGBT - A GLOBAL ISSUE: SOCIAL IMPACT PREVENTIVE SOLUTION FROM QURANIC PERSPECTIVE (STUDY OF QURANIC CHAPTER AL-A‘RAF [7]: 80-81)

The LGBT Problem is a hotly vulnerable discussion in 2021-2024. This is marked by the emergence of many movements from activists and sympathizers of LGBT supporters who ask for their rights in public spaces, such as the rights of society in general. The presence of a movement that advocates equality for LGBT people has a close relationship with the people of Prophet Lut (‘Alaih As-Salam), who have a different sexual orientation from humans in general, which in Arabic, is called liwatat (sodomy). The campaign effort was then carried out openly in the public. This study aims to analyze the practice of LGBT from an Islamic perspective based on the Quranic chapter Al-A‘raf verses 80-81. The results showed that the emergence of LGBT movements and campaigns today are an inseparable part of the story of Prophet Lut’s society, which has an unusual sexual orientation. The condition is caused by environmental, psychological, and theological factors. The rise of efforts to voice the equality of Human Rights openly has an impact on society in various aspects, including in the elements of health, society, education, and security. Thus, preventive solutions are needed to fend off the LGBT behaviour such as through education of faith and Islamic SharÊ‘ah, besides moral, psychiatric, social and sexual education.

Psychedelic medicine in psychiatry residency training: a survey of psychiatric residency program directors

Objective The growth of psychedelic medicine creates new challenges in psychiatric education as physicians may soon be responsible for prescribing a number of psychedelic interventions. Despite this growing need for educated providers, very little is known about the training psychiatry residents receive in psychedelic medicine. We conducted a survey to determine the current educational opportunities as well as the priorities and concerns held by training directors about this emerging field. Methods We emailed an online survey to US psychiatry residency training directors. Respondents answered questions about current offerings in psychedelic medicine, as well as their interest, priorities, and concerns about curricular materials and their delivery. Results Sixty-one programs responded to our survey. The majority of respondents (64%) favored devoting additional time to psychedelic education, but many endorsed concerns about the dearth of educational materials (54%) and limited availability of faculty to deliver content (46%). The majority of programs (94%) expressed some interest in implementing a standardized curriculum in psychedelic medicine. Conclusion Training directors recognized that their current curricular materials are limited, and they appeared interested in additional support to meet the upcoming demand in psychedelic education. Further research can inform curriculum development and implementation of psychedelic education in residency training.

The Ultimate Guide for Using Movies in Psychiatric Education

The Ultimate Guide for Using Movies in Psychiatric Education

Looking Back to Advance Equity in Psychiatric Nursing: Strategies for the Classroom and for Practice.

With deep historical roots in psychiatry, structural racism persists in psychiatric nursing today. Psychiatric nurses may hold implicit biases and stereotypical beliefs that influence how they perceive, assess, and interact with people from different racial backgrounds, leading to discrimination, poor treatment, and misdiagnosis. To eliminate discrimination in clinical care and diversify the workforce, there is an urgent need to integrate teaching and learning strategies that address influences of racism and racial identity in psychiatric nursing education. This article explores the historical context and proposes antiracist psychiatric nursing teaching and practice interventions to reduce the harms of racism.

Concept analysis of psychiatric nursing competency in psychiatric nursing

This concept analysis study identified attributes and defined psychiatric nursing competency among psychiatric nurses. The approach of Walker and Avant was used for concept analysis, and a literature review was completed including eight steps. The concept of psychiatric nursing competency was identified as five attributes: professional assessment, situation coping skills, communication, cooperation, and self-management. Antecedents of the concept were psychiatric nursing education and experience, and the consequences were patient outcomes, patient safety, and efficiency of care. Psychiatric nursing competency was defined as the comprehensive ability to care for psychiatric patients appropriately and effectively in the nursing situation. This study is meaningful in that it clarified psychiatric nursing competency among psychiatric nurses, and the attributes and empirical referents of this study will be the basis for development to a psychiatric nursing competency measurement tool.

Assessment of psychiatrists' preparedness in managing disaster-related psychiatric disorders: a survey in Taiwan from post-graduate medical education perspective.

Disaster-related psychiatric disorders (DRPD) present a significant challenge to mental health professionals, yet there is a notable lack of emphasis on the preparedness of psychiatrists in managing these conditions within post-graduate medical education. This study utilized a questionnaire to collect data from psychiatrists, focusing on their prior involvement in managing DRPD, perceived competence, medication preferences, and factors influencing their experiences in handling such disorders. Analysis included distribution and ranking of variables, alongside cross-analysis examining associations between demographic factors (age, gender, hospital levels, years of practice, board certification) and treatment experiences, as well as readiness for in-hospital or outside-hospital mobilization in DRPD management. One hundred and three Taiwanese psychiatrists participated in the study, with the majority reporting involvement in managing DRPD (71.8%), particularly in post-traumatic stress disorder (PTSD) and depression. Antidepressants, specifically serotonin selective reuptake inhibitors, were commonly preferred for DRPD treatment, including PTSD and depression. Psychiatrists aged over 40, with more than 10 years of practice, and hold the board-certified status, showed greater experiences for outside- or inside- the hospital mobilization in DRPD management. Findings suggest that within post-graduate medical education, Taiwanese psychiatrists demonstrate significant experience, willingness, and capacity to effectively manage DRPD. However, there is a need to integrate comprehensive training on disaster psychiatry into post-graduate psychiatric education programs to further enhance preparedness and optimize outcomes in managing these challenging conditions.

Evaluation of the Effectiveness of Standardized Patient Simulation as a Teaching Method in Psychiatric and Mental Health Nursing.

Background: The use of standardized patient simulation in psychiatric nursing education addresses the unique challenges presented by mental healthcare settings. Students' attitudes toward clinical simulation remain predominantly favorable, with many expressing enthusiasm for the opportunities it provides in terms of embracing challenges, enhancing realism, and promoting critical thinking through problem solving, decision-making, and adaptability. Methods: This quantitative study used a cross-sectional, descriptive, correlation design to investigate the effectiveness of standardized patient simulation as a teaching method in the Psychiatric and Mental Health nursing course in a university setting. A total of 84 nursing students were recruited for the convenience sample. Data were collected using a three-part questionnaire survey which included the following: a demographic data sheet, the Student Satisfaction and Self-confidence in Learning Scale, and a narrative open-ended question asking the participants to write the advantages and disadvantages of their simulation experience. Data were analyzed using the statistical software JMP pro17. Results: The total satisfaction with learning subscale score ranged between 5 and 25 with a mean score of 19.36 ± 6.32. The total self-confidence subscale score ranged between 8 and 40 with a mean score of 30.87 ± 9.1. Pearson's correlation coefficient r revealed a statistically significant positive relationship between the participants' satisfaction with the learning experience and their self-confidence (t = 0.923, p < 0.0001). Approximately 91.7% of the students recommended using simulation. The results confirmed the students' recommendations of simulation use in teaching psychiatric and mental health courses; furthermore, the results showed a statistically significant positive correlation with the total SSLS (p = 0.01) and satisfaction with learning subscale (0.003). Participants reported that authentic, practical, comfortable, and safe learning environments contributed to an enriched learning experience. Additionally, factors such as timesaving, access to information, cost-effectiveness, standardized teaching, varied exposure, skill development, and immediate feedback also enhanced the learning experience through patient simulation in psychiatric and mental health nursing. Conclusion: Simulations can contribute efficiently and positively to psychiatric and mental health nursing education in a manner that optimizes the learning experience while ensuring the consistency of student learning in a safe learning environment.

Teaching psychiatric nursing with films during the COVID-19 pandemic: A qualitative study.

Interactive learning environments are known to be among the most effective methods used in education. Some of the interactive methods used in psychiatric nursing education are simulations, group discussions, case studies and video and film presentations. In psychiatric nursing education, cinematic films are among the online methods used. It is known that films used in psychiatric nursing education are useful for understanding mental disorders, the nurse-patient relationship, the roles of the nurse and the therapeutic environment. The COVID-19 pandemic deeply affected nursing education, and the difficulties faced gave rise to many new perspectives. After this period, it is of prime importance to update the nursing curriculum and develop new strategies in clinical practice. Teaching with films can help students to understand people's feelings, make sense of them and empathize. This method can have an emotional impact on student nurses and take learning to a deeper level beyond simple theoretical understanding. The findings of the study suggest that teaching through film is an effective method that can be used practically in psychiatric nursing education. Standardizing these practices may be an effective strategy for developing students' professional identity as nurses. This study is focused on undergraduate students, but has implications for nurses in continuing education and professional development of nurses in developing a positive perspective towards psychiatric patients, increasing self-awareness and reducing prejudices. INTRODUCTION: The COVID-19 pandemic affected many areas of life and had a negative effect on education. This study investigated the impacts of using film as a method of education in students who were taking Psychiatric Nursing class during the COVID-19 pandemic, examining how this method contributed to theoretical and clinical practices of the students, their personal development and their viewpoint on psychiatric patients. This study adopted a qualitative research design. The study data were collected from 15 nursing students in June 2022. Interviews were conducted, audiotaped and transcribed verbatim. The method of education via film made contributions such as better theoretical understanding of the subjects taught, acquisition of analytical thinking skills and greater awareness of professional nursing skills and care practices. The students developed their professional perspectives, and their motivation increased. Using film is effective and practical when used in psychiatric nursing education. Standardizing these practices may be an effective strategy for developing students' sense of their identity as professional nurses. This study relates directly to undergraduate students and also has implications for nurses undergoing continuing education and professional development.

Clozapine Proficiency as a Milestone in Psychiatric Training

This Viewpoint advocates for the addition of clozapine prescribing as a milestone in psychiatric education.

ACP's Award for Creativity in Psychiatric Education

ACP's Award for Creativity in Psychiatric Education

Psychiatric nurse and educator perspectives on professional boundaries in nursing education: An interpretive description study

BackgroundPsychiatric nurses are responsible for maintaining professional boundaries. However, professional boundaries are as described as unclear and psychiatric nursing students are at risk of crossing these boundaries. Educational instruction regarding professional boundaries within psychiatric nursing often lacks foundational structure placing students at risk of transgressions. PurposeThe purpose of the study was to describe boundaries in psychiatric nursing practice, identify strategies effective in teaching professional boundaries, and inform curriculum development in psychiatric nursing education. MethodInterpretive description was utilized to answer: How do psychiatric nurse educators interpret and explain professional boundaries in psychiatric nursing undergraduate education? Psychiatric nurse educators and psychiatric nurses were recruited from an academic institution in western Canada. Twenty participants engaged in semi-structured interviews. Eight of those participants also attended a focus group. ResultParticipants reported that ‘textbook’ definitions of boundaries were insufficient in illustrating the complexities of the construct. Rather, relational forms of learning such as educators sharing clinical stories, role play activities, clinical supervision, and clinical debriefing were described as helpful strategies. ConclusionFoundational knowledge regarding professional boundaries in psychiatric nursing practice appears to be incorporated in the formal curriculum. However, learning is enhanced through the informal and hidden curriculum.

Conceptual competence in psychiatric training: building a culture of conceptual inquiry.

Building a culture of conceptual inquiry in psychiatric training requires the development of conceptual competence: the ability to identify and examine assumptions that constitute the philosophical foundations of clinical care and scientific investigation in psychiatry. In this article, we argue for the importance of such competence and illustrate approaches to instilling it through examples drawn from our collective experiences as psychiatric educators.

The Performance of ChatGPT on Short-answer Questions in a Psychiatry Examination: A Pilot Study

Abstract Objectives: We compared ChatGPT’s performance to medical students’ on psychiatry examinations and investigated whether raters could distinguish answers between them. Methods: We used a copy of short-answer questions from a psychiatry examination to compare the performance of three randomized groups – ChatGPT, student, and hybrid (student-modified ChatGPT responses). Furthermore, we investigated raters’ ability to identify response origins. Results: ChatGPT-assisted answers, both ChatGPT alone (p &lt; 0.001) and hybrid (p &lt; 0.001), had significantly better examination performance than did independent students work. Raters showed high accuracy in identifying the origin of the responses, correctly identifying 92% of both students’ and ChatGPT-assisted responses. But raters were only 61% accurate in making the distinction between ChatGPT and hybrid answers. Conclusion: ChatGPT showed superior performance in a psychiatry examination compared to students’ work, but raters showed high accuracy in distinguishing them. Further investigation is warranted to optimize the advantages and mitigate the drawbacks of incorporating such technology into psychiatric education and health care.