bluuebunny/crossref_metadata_2025_split huggingface dataset:
User Experience of Generating PSPDPs on Portfolio Online Amongst Psychiatry Trainees and Trainers
Authors: Gupta Aradhana , Chandra Pallavi 
Published: August 2024

AimsThe Royal College of Psychiatrists (RCPsych) introduced the new psychiatry training curriculum in February 2022. Since then there have been various updates in both the e-portfolio platform and curriculum requirements.A survey was undertaken to understand issues experienced in navigating these changes by psychiatry trainees and supervisors within the Black Country Healthcare NHS Foundation Trust (BCHFT), specifically assessing the generation of Placement Specific Personal Development Plans (PSPDPs) for each training placement.The aim of this study was to survey user experience and reflect on the results to identify how best to support trainees and supervisors in using PSPDPs, a key curriculum requirement, with greater ease and confidence.MethodsThe survey comprised tailored questionnaires distributed to two cohorts- trainees (30) and supervisors (37) within the BCHFT. Anonymised responses were collected over one month. Likert scales were used to determine (a) confidence levels in setting up PSPDPs, (b) confidence in mapping activities to both PSPDPs and the curriculum, and (c) user-friendliness of RCPsych guidelines on this topic. Checklists and free-text responses were used to assess which support resources were being utilised by both groups. Suggestions were requested on how the whole process could be improved.ResultsAmongst trainees (response rate 63%), 78% did not feel confident in setting up PSPDPs. 94.7% sought additional support in PSPDP setup, of which peer support was the most utilised (77.8%). Other resources included the RCPsych website and emails as well as supervisors. 58% of trainees lacked confidence in linking activities to PSPDPs and the curriculum. Only 10.5% of the trainees found the RCPsych Implementation Hub user friendly.In the supervisor cohort (40% response rate), 64% of the trainers felt confident in guiding their trainees in setting up PSPDPs. 85% utilised support from various sources including the Implementation Hub (91.7%), trainees (58.3%) and peers (50%). 64.2% of supervisors found the RCPsych website user friendly.ConclusionCommon themes that emerged were that both trainees and supervisors felt the process of setting up PSPDPs was quite complex, with a confusing web interface. Resources on the RCPsych website required better signposting. Both cohorts felt they would like additional training e.g. step by step videos and training sessions (local peer trainee and supervisor run sessions were found useful).This feedback has identified the importance of arranging local training sessions to improve engagement. Additionally, we hope that relaying this feedback to RCPsych may influence future systemic changes.
Improving Physical Health Knowledge of Mental Health Nurses on an Organic Old Age Psychiatry Ward, Woodlands Unit, RDASH, Rotherham site
Authors: Hartley Lauren , Osukoya Femi 
Published: August 2024

Aims1)To improve the confidence of the nursing team in ensuring initial assessment and escalation of physical health concerns on an organic old age psychiatry ward, Glade ward, Woodlands unit, RDASH Rotherham.2)To equip them with the knowledge needed to recognise and promptly escalate concerns about physical health to medics.3)To foster the relationship between the nursing team and medics to facilitate communication between both teams for the improvement of physical health care of mental health patients.MethodsEight weekly teaching sessions were organised and delivered by FY1 and CT1, with each session lasting 10–30 minutes. Short 10-minute teachings followed by questions and answers. Topics were at the request of nursing staff and included physical observations, sepsis, head injury etc.Attendees included members of the nursing team and allied health professionals (ward managers, mental staff nurses, nursing assistants, student nurses, pharmacy technicians etc.).Post-Teaching questionnaires filled out after each session rating understanding before and after teaching.Topics included the commonest physical health conditions on old age mental health wards, including physical observations monitoring and interpretation.One overall feedback questionnaire was also obtained at the end of all sessions.ResultsParticipants emphasised improvement in their level of knowledge and confidence in spotting signs and symptoms as well as derangements in all topics covered.They reported feeling more included and heard as a member of the team, feeling more confident to escalate abnormal findings to ensure patient reviews. This is evidenced by comments and ratings on feedback forms.All respondents believed that the teaching sessions should continue as 87.5% felt they were very helpful, while the remaining 12.5% rated it reasonably helpful (4/5).ConclusionWhile the physical health aspect of patients may be easy to overlook or neglect in mental health settings, continuous creation of awareness through interactive teaching sessions can improve staff knowledge and confidence. We need to re-emphasize the importance of a good working relationship between the nursing team and medics to improve the physical health of our patients (while caring for their mental health) and ultimately ensure patient safety at all times.
The Portfolio Pathway to Specialist Registration; Success in CESR for Applicants and Trusts
Authors: Holmes Sarah , Berry Neeraj 
Published: August 2024

AimsIn line with the 2023 legislative change and move to the New Standard of CESR, this will be an informative and educational presentation directed at CESR applicants, and Local Trusts who wish to implement support for CESR. With this suite of support we aim to dispel concerns relating to CESR.MethodsMapping guidance to the New Standard of CESR. Production of College guidance in line with the legislative changes, to support success in CESR. Building a CESR Network for all stakeholders.ResultsDelivery of training, a suite of guidance and CESR Roadshows across the four nations.ConclusionCreating awareness and spreading communication. Ongoing support for Applicants, Trusts and other CESR stakeholders. Clarity for Applicants, particularly in relation to which Cohort to select, what evidence to include and how to submit a successful application first time.
Emotional Intelligence (EI) Workshops for Core Trainee Psychiatry Doctors
Authors: Mandair Kuljit , Narula Amitav 
Published: August 2024

AimsEmotional Intelligence (EI) is a skill that can help doctors be more effective leaders, work well with others and display the ability of self-control in stressful situations so one is able to act in a calm and rational manner. It is defined as the awareness of one's own emotions and emotions in others and how this affects behaviour. It is a skill that can be developed to allow doctors to manage their emotions to support personal strengths, solve problems and influence the performance of others for positive outcomes.In the new Core psychiatry curriculum, under 5.1 Team work, trainees are to demonstrate an awareness of how individual personal qualities, emotions and behaviours of both yourself and your team, impact on teamworking and the quality of patient care.The aim of the workshop was to uncover the definition, science and core components of EI, to reflect on one's own EI and to commit to developing an action plan for building EI skill.Methods4 small group-based interactive virtual workshops took place on a monthly basis from September 2022 till December 2022. They were facilitated by a Psychiatry Higher Trainee Emotional Intelligence Practitioner. 28 Black Country Healthcare NHS Foundation trust Core trainees (CT1-CT3) were invited. 60% (17) of trainees attended the 1 hour workshop and completed anonymous feedback at the end of the workshop.Results94% of attendees completed anonymous post-workshop feedback. The results showed the following: 100% agreed that the workshop clearly stated and met the objectives, 100% agreed that the workshop covered useful material, 100% felt that it was practical to needs and interests of trainees, 100% felt it was applicable to professional and personal life including mental wellbeing, 100% agreed that the workshop enabled them to reflect on EI skills that can be applied to work, 94% felt that the workshop is relevant and useful to doctors and 100% of participants would recommend this workshop to Psychiatry Doctors and Doctors from other specialities.ConclusionIt can be concluded that all CT doctors who participated in the EI workshops found them helpful and relevant within their Core Psychiatry Training Programme. All participants found the benefits applicable to both professional and personal life as well as enhancing mental wellbeing. This is reflected by the positive and encouraging anonymous feedback results. Developing awareness of emotions and self-awareness is part of the new Psychiatry curriculum and therefore some teaching/training should be made available to trainee doctors.
Ten Years of Inspiration and Impact: The RANZCP Psychiatry Interest Forum
Authors: McGowan Sharon , Dipnall Sam 
Published: August 2024

AimsTo illustrate the scale and impact of the Royal Australian and New Zealand College of Psychiatrists’ (RANZCP) Psychiatry Interest Forum (PIF) ten years since its inception.MethodsMember data from 2013–2023 was analysed alongside recent event and engagement activity survey results, as well as qualitative feedback from medical students and prevocational doctors who took part in PIF engagement activities.ResultsPIF attracts and inspires the next generation of Australian and New Zealand psychiatrists.It is a stepping stone into the RANZCP Fellowship program, and has a particular focus on increasing interest in rural careers and supporting more First Nations medical students and prevocational doctors into psychiatry.PIF events, sponsorships, scholarships and information achieves this by:
•providing a starting point for learning and exploring the specialty of psychiatry•fostering interest in psychiatry among medical students and junior doctors•creating a safe and enabling environment to explore the specialty, create networks, and build connections•challenging common misconceptions about psychiatry and reduce associated stigma•increasing applications to the RANZCP Fellowship program. Established in September 2013 the program now has over 5,100 members.In 2023, the program achieved its highest annual number of new members joining to date, with 1,056 medical students and junior doctors choosing to join PIF. That year, 77% of all new trainees that joined the Fellowship pathway were former PIF members.Survey data from PIF members who took part in the PIF program hosted at the Perth Congress in 2023 demonstrated that:
•100% reported an increase in psychiatry knowledge following Congress.•82% reported their likelihood of pursuing psychiatry had increased following Congress, and 18% reported ‘no change’, as they reported strong certainty prior to the Congress attendance.•75% reported that the PIF networking sessions helped clarify misconceptions or stigmas that they previously held about psychiatry following Congress. The voices of PIF members best illustrates the influence that inspirational experiences like these can have on future career directions:‘My favourite part of the PIF Congress was the ability to interact with likeminded PIF peers and psychiatrists and trainees from all over Australia and New Zealand. Another PIF member had said “I feel like I've found my tribe” which is a comment I particularly resonated with.ConclusionTen years on, PIF continues to expand its reach and impact to increase the pipeline of psychiatry trainees in Australia and Aotearoa New Zealand.
Neuropsychiatry Teaching for Medical Students: A Narrative Review
Authors: Spani-Orchin Philip , Tsai-Goodman Elliott , Rathnaiah Mohan 
Published: August 2024

AimsNeuropsychiatry is a new and burgeoning field of medicine that combines neuroscientific principles with neurology and psychiatric medicine. Currently, there is little to none medical school literature and/or teaching in the subject. Re-integration of Neurology and Psychiatry disciplines has been recommended, especially in undergraduate and graduate medical training as well as in research. Neuropsychiatry disorders are considered one of the most important causes of disability by the World Health Organization. As a concept, Neuropsychiatry is still not clear on a global scale, from neurological examination to medical school teaching. There have already been active efforts to design and implement Neuropsychiatry training to post-graduate trainees worldwide, particularly in USA, Australia and UK. However, there seems to be no such endeavours towards teaching medical students the role of the brain in the manifestation of neurological as well as psychiatry symptoms. We set out to complete a targeted literature review looking for Neuropsychiatry teaching, if any, in medical schools worldwide.MethodsA systematic literature search of relevant key phrases was carried out in PubMed and Google Scholar databases. These phrases were searched between 29–31 January 2024 aimed to encompass the full scope of available teaching resources and materials across psychiatry and neurosciences worldwide. These searches included:
(((Neuropsychiatry) AND (Medical students)) AND (Medical school)) AND (Medical education)(((Neuropsychiatry education) AND (training)) AND (medical students)) AND (Medical education)(Neuroscience-in-psychiatry) AND (medical school)((Neuropsychiatry) AND (Medical education)) AND (Medical students)Further reading was completed from the selected articles (six in total).ResultsA total of 324 results were found from systematic literature search after leaving out the duplicates, of which only 6 articles were included as relevant to aim of our study. None of the articles described clear Neuropsychiatry teaching to the medical students.ConclusionOur review highlighted a distinct lack of Neuropsychiatry learning outcomes within medical school curriculum. Neuroscientific principles and methodologies are incorporated in treatment of patients, rationalising clear differentiation between neurology or psychiatry, but the overall picture from both disciplines and utilisation towards diagnosing and managing the cluster of symptoms manifesting from aberrant brain processes is still unclear. In line with previous research around education measurement, we propose that fundamentals from both Neurology and Psychiatry need to be introduced as clinical neuroscience early in medical school and this can be further continued.
Psychiatry and the Cinema for the Wellbeing and Development of Psychiatry Trainees: A Survey and Thematic Analysis
Authors: Jones Tomos , Preston Kate , Stone Jonathan 
Published: August 2024

AimsThe importance of the humanities has been highlighted in developing a holistic person-centred model of psychiatry. The use of film to explore topics related to psychiatry, known as ‘cinemeducation’, has been shown to encourage reflection. Wellbeing has been identified as a key area in the quality of psychiatry training, however there is currently no evidence exploring the wellbeing and educational benefits of ‘cinemeducation’ within psychaitry training programmesOur primary aim was to measure the impact of ‘cinemeducation’ events on attendees’ wellbeing and professional development, with a secondary aim to explore attendees experience of ‘cinemeduation’.The hypothesis is that attendees will experience a wellbeing and educational benefit from the initiative.Methods6 events were assessed between January and August 2023. Each event involved the showing of a feature length film, followed by a 30-minute discussion. 4 out of 6 events were facilitated by guest speakers, usually a consultant psychiatrist. Following events, questionnaires were distributed which included a series of statements with Likert scales and open ended questions. Mean Likert scale scores were calculated with qualitative data interpreted by the authors using thematic analysis.ResultsA total of 108 trainees attended events, predominantly core trainees (64.52%). All events scored consistently high for self-reported wellbeing, however facilitated events demonstrated higher scores for self-reported reflective and educational benefits. The themes derived from qualitative data were of ‘cinemeducation’ being a novel educational opportunity where attendees were able to use film to work through challenges associated with psychiatry, as well as being an opportunity for connecting with other trainees, where attendees could share experiences and foster a sense of community.ConclusionCore psychiatry trainees in particular, appear to value ‘cinemeducation’ as a tool to connect with their peers and develop their understanding of psychiatry in a relaxed, but stimulating environment, which is best achieved under the guidance of a senior colleague. The study suggests that the introduction of ‘cinemeducation’ across psychiatry training programmes would benefit trainees’ wellbeing and development. Further research is required to assess the impact of such initiatives across a broader cohort of trainees, using more robust methods of data collection, as well as formal measures of skills such as reflective functioning.
Optimising Care: Quality Improvement for Sustainable Practices in the Paediatric ADHD Clinic in Wrexham Maelor Hospital
Authors: Cunning Catherine , Abdellatif Mostafa , Jabeen Qamar 
Published: August 2024

AimsTo make a case for E-prescribing within the Paediatric Neurodevelopmental Team in Wrexham Maelor Hospital.To trial a different way of approaching 6 monthly reviews within the ADHD clinic (option for remote reviews).To show how we could reduce the carbon footprint of the ADHD clinic.MethodsProcess mapping was completed to consider areas in the ADHD prescribing process that could be made more sustainable.For each patient appointment in the ADHD clinic a questionnaire was completed. The data collection period was over 3 weeks during August and September 2023. Data was collected and interpreted.Results99 appointments were offered, 82 appointments attended. 77 appointments were face-to-face and 22 were via telephone. Of the face-to-face appointments, 54 families travelled in by car and 4 used public transport (2 taxis). Of those who commented 31 people found it hard to find parking by the clinic, 13 people did not.Of the appointments attended face to face via car/taxi (57):
•Average of 4.4 miles travel to the clinic (8.8 miles total journey)•Shortest journey 1.1 miles (2.2 miles total journey)•Longest journey 16 miles (32 miles total journey)•Total patient mileage for these appointments (assuming travel to and from clinic) 855.8 miles Carbon emissions from the ADHD Clinic:
•Average journey 0.005t CO2•Total journeys 0.472t CO2•Assuming average sized petrol car used•Extrapolating this data for a whole year approximately: 8.024t CO2 from patient journeys to and from the ADHD clinic For context the average amount of CO2 generated by a single person in the EU is 7.2t.ConclusionWe have made a case for e-prescribing within the ADHD clinic in Wrexham Maelor Hospital.The current system impacts on:
•Patient and carer's travel time and convenience.•Clinician's travel time.•Carbon emissions.Alternative processes have the potential to streamline this process making it more sustainable socially, clinically and environmentally.
7-Day Follow-Up Appointments Following Discharge From a Psychiatric Hospital
Authors: Mizher Isra , Amamilo Ifeoma 
Published: August 2024

AimsFollowing discharge from inpatient to community psychiatric services, the first 7 days is the most vulnerable and associated with an increased risk of suicide. According to the NICE Guideline 53, it is recommended that patients discharged from inpatient psychiatric services should be reviewed within 7 days by the relevant community services. Our aim was to determine how well we are adhering to this recommendation, appropriately documenting the appointment in the patients' discharge documents as well as the number of patients that attended the appointment.MethodsWe collected data on an excel spreadsheet of patients discharged from Huntly ward (a General Adult Psychiatry ward) in the Royal Cornhill Hospital from 01/09/2022 and 14/10/2022 (a period of 6 weeks).The data collected included name, CHI, date of admission and discharge, community mental health team, follow-up appointment offered, appropriate documentation on Core discharge document and whether the patient attended the appointment.After the first audit cycle, we had a discussion with the junior doctors on the ward highlighting the importance of 7 day follow up and the need for arranging with the Community mental health team prior to the discharge, documenting a date, time and name of the clinician for the 7 day follow up in the Core discharge document. We also encouraged the use of reminders like using the doctors' diary book on the ward to document anticipated discharges and adequate hand over of patients to the community mental health team at the start of each week's Multidisciplinary Teams meeting.We subsequently did a re-audit on patients discharged from Huntly ward between 04/04/2023 and 12/05/2023 (6 weeks). We compared the results from the first cycle and the second cycle to identify a change.ResultsFirst Audit cycle.Over the 6-week period, 27 patients were admitted into the Huntly ward and 23 patients were discharged.48% (n = 11/23) of discharged patients were offered a follow up appointment.91% (n = 10/11) had this appointment documented in the Core discharge document.100% (n = 7/7) attended the 7 day follow up appointment.Re-Audit.Over the 6 week period, 16 patients were admitted and discharged from Huntly ward.81% (n = 13/16) were offered a 7 day follow up appointment and this was documented in the Core discharge document.100% (n = 13/13) of the patients attended their 7 day follow up appointment.The result showed good improvement from 48% to 81%.ConclusionUsing reminders, properly liaising with the community mental health team, appropriately documenting a named clinician, date and time for the 7 day follow-up ensures that the patient attends.The importance of offering support during the first week after discharge from psychiatric hospital should continue to be emphasized to prevent adverse outcome during this vulnerable period.