Article Thierry Vansweevelt and Britt Weyts, Handboek Buitencontractueel Aansprakelijkheidsrecht (Intersentia, 2009) was published on October 1, 2011 in the journal Journal of European Tort Law (volume 2, issue 3).
ADVERTISEMENT RETURN TO ISSUEPREVArticleNEXTthe EDITOR'S columnL.T.Ha lettCite this: Anal. Chem. 1964, 36, 7, 89A–90APublication Date (Print):June 1, 1964Publication History Published online18 May 2012Published inissue 1 June 1964https://pubs.acs.org/doi/10.1021/ac60213a792https://doi.org/10.1021/ac60213a792research-articleACS PublicationsRequest reuse permissionsArticle Views6Altmetric-Citations-LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InRedditEmail Other access optionsGet e-Alertsclose Get e-Alerts
Many psychiatric education programs distribute reading lists to students and residents but these lists rapidly become out of date. The authors polled experts in 20 psychiatric specialty areas, asking for up to ten recent publications of lasting value. Nearly 1300 citations were received from over 200 respondents. The authors discuss the Jack of consensus by experts in areas such as neurobiology and psychopharrnacoiogy as well as the much higher proportion of books (versus articles) cited by experts from psychosocial compared to biological specialty areas.
The authors surveyed faculty, residents, and training directors from 59 training programs in order to 1) determine which factors affect faculty members’ perceptions of program supportiveness to residents and 2) to compare faculty and resident perceptions of the training program milieu. Results indicate that faculty perceive their training programs as significantly more supportive than do residents. Faculty tenure, age, sex, rank, degree (MD vs. Ph.D.) and years of experience are positively related to perceptions of program supportiveness. Also, chairpersons and training directors describe their training programs as being significantly more supportive than do other faculty. Agree-ment between residents’ and staffs perceptions increases with residents’ advanced PGY status and recency of faculty’s completion of residency training. Results suggest that systematic measurements of both residents’ and staffs perceptions of the training program milieu might be used to better assess the value of program characteristics, enhance the quality of training environments, and eventually increase residents’ competence and program satisfaction.
Most medical students in the United States receive their clinical psychiatry training in community facilities with varied populations, clinical orientations and management systems. Given a substantial diversity in training sites available to the University of Nevada School of Medicine, we wondered if all of our students were learning the basic principles of psychiatry and if there were any differences based on placement. We analyzed outcomes of 139 students assigned to five different facilities. We concluded, based on a statistical analysis of a number of evaluation techniques, that our students did indeed meet the objectives of the educational experience without major differences.
Peer interaction is a significant part of psychiatric residency training. Psychiatric Residents Associations (PRAs) are one of the potential formal structures in which peer interactions occur. In this report we present data on the current national state of PRAs and an in depth view of one particular PRA. The results indicate that PRAs play a significant albeit varigated role in psychiatric graduate education. Training directors believe PRAs to be useful and important, especially in regard to communication and resident support, and the relative value of these functions varies according to program size.
The significant transference/countertransference and reality-based issues raised by the pregnancy of a psychiatry resident are rarely raised by the resident’s supervisors. A review of the literature and several case examples are given as background to recommendations to supervisors. These include: the development of reading materials and guidelines to actively encourage supervisors to discuss the potential impact of the pregnancy of their supervisees; supervisors should encourage pregnant residents to discuss their pregnancies early and realistically with their long-term patients; and the identification of one interested supervisor as a resource person for residents and faculty.
The clinical clerkship has been suggested as a significant factor in a medical student’s decision to enter psychiatry. Sixty-seven junior students were surveyed with regards to career interest in psychiatry, attitudes toward psychiatry, formal psychiatric knowledge and self-rated psychiatric skills preand post-rotation. The overall influence of the psychiatric clerkship on career interest appears limited. Interest in a psychiatric career correlated with interest in psychiatric knowledge, attitudes concerning curability of patients, comfort with psychiatric patients and the view of psychiatry as a scientific specialty. Students who reported a significant change in career interest could not be identified by any of the measured variables. The findings are discussed in relation to prior studies dealing with the influence of the clerkship on students’ career choice.
This paper describes a curriculum for teaching brief psychodynamic psychotherapy in a general psychiatry residency program. In designing the seminar, careful thought was given to the structure of the seminar experiences. the level of training at which this seminar should be given, and the kinds of clinical and supervisory experiences which would be most useful in familiarizing residents with the role and practice of brief psychodynamic psychotherapy. The authors found that this curriculum created attitudinal changes regarding brief psychodynamic psychotherapy, as well as having implications for the residents’ long term psychotherapeutic work. The experience with this course, suggests that this type of instruction is an essential component of residency training for the future psychiatrist.
The value of training to medical students in ambulatory settings is well documented. Less is known of the extent of outpatient settings as training sites in psychiatry and even less known about the impact of this training on patient care. A national survey of clerkship directors identified ambulatory settings as being used in approximately 46% of clerkships in one way or another. One of the concerns voiced by directors about the utilization of students in these settings was the potential for poor patient care given the lack of experience and short duration of clerkships. To test this concern a sample of patients seen by students were compared to patients seen by residents. A chart review and follow-up telephone interview of 84 patients was carried out. No differences in length of stay or patient satisfaction were found. The care provided by either students or residents was highly valued by these patients. The merit of this training to students and the importance of appropriate selection of patients for medical school teaching is discussed.
Questionnaires were completed by 1254 students at three medical schools (response rate =83%). Students considering a career in psychiatry (N= 187, 17%) were more likely female, older and white and less likely to have been undergraduate science majors. Compared to students not considering a career in psychiatry, their college class rank and MCAT nonsrience scores were equivalent, but their science scores were lower. They were distinctly different not only in their attitudes towards psychiatry and psychiatric education, but in their personal interests and attitudes towards patient care. Drawing from cross-sectional data, the percentage considering psychiatric careers appeared to increase steadily over the four years, and students further along in medical school showed a more positive view of the specialty.
The authors describe a strategy to recruit volunteer patients to participate in training interviews with beginning medical students. The strategy relies primarily on community organizations and self-help groups. The authors discuss methods to contact organizations, identify appropriate volunteers, and coordinate the interview appointments, and effects of the program on students and the volunteers.
The addition of any subject to the curriculum for training child psychiatry fellows must be based on the genuine needs of child psychiatrists as well as the needs of society as a whole.Having set this standard I believe it is time to add the subject of infant psychiatry to the child psychiatry fellowship curriculum.l Nine reasons for doing so are listed below.The nine include:1. Infant psychiatry is in the natural domain of child psychiatry.The study, diagnosis, and treatment of infants is in the natural domain of child psychiatry, that subspecialty that deals with those who are "not adults."We feel that omission of infant psychiatry from the child psychiatry curriculum in the past has been due to lack of role models and a usable theoretical and scientific base and that these deficits have been sufficiently addressed to warrant inclusion at this time.
Second-career psychiatric residents may add to the psychiatry recruitment pool. The potential training advantages of these older residents include stability, maturity, facilitation of patient and staff interaction, and enhanced clinical performance. Potential disadvantages include motivational factors for career change, identity issues, and supervisory inflexibility. Based on preliminary observations the older, second-career psychiatric resident may be a viable addition to training programs.
Engel’s Biopsychosocial model and his concept of nesting systems has encouraged the student and practitioner alike to think well beyond the biomedical model. What seems to have been lacking is a formula that concretizes this model. The Equation of a Person’s Behavior serves as such an inclusive, unifying, and easily remembered tool. The equation not only highlights the individual’s behavioral profile but also addresses systems, developmental, and stress theory, as the individual, the family, and the suprasystems are captured in interaction and over time.
