The recent DSM-5 criteria for delirium can lead to different rates of delirium and different case identification.

The aims of this study were to determine how the new DSM-5 criteria might differ from the previous DSM-IV in detecting rates of delirium in elderly medical inpatients and to investigate the agreement between different methods, including the DSM III, DSM III-R, DSM-IV and DSM-5 criteria.

Prospective, observational study of elderly patients aged 70+ admitted under the acute medical teams in a regional general hospital. Each participant was assessed within 3 days using the DSM-5, and DSM-IV criteria plus the DRS-R98, CAM and MoCA scales.

The studied sample included 200 patients. The prevalence rates of delirium for each diagnostic system/scale were respectively for DSM-5 n=26 (13.0%), DSM-IV n=39 (19.5%), DRS-R98 n=27 (13.5%) and for CAM n=34 (17.0%). Using tetrachoric correlation coefficients the agreement between DSM-5 and DSM-IV was statistically significant (rhotetr=0.64, SE= 0.1, p<0.0001). Similar significant agreement was found between the four methods.

DSM-IV identifies more delirium cases compared to any other method and DSM-5 is the more restrictive. These classification systems identify different cases of delirium. This could have clinical, financial and research implications. However, both classification systems (and their antecedents) have significant agreement in the identification of the same concept (delirium). Clarity of diagnosis is required for classification but also has implications for prediction of outcomes, further research looking at outcomes could assist a more in depth evaluation of the DSM-5 criteria.

The effect of perceived-stress on students' health is dependent on their coping abilities. One of coping strategies for dealing with stress is resilience. The aim of this study is to examine perceived stress and its relation with resilience in undergraduate Nursing students

In this cross-sectional study, 309 under-graduate nursing students studying at Tehran University of Medical Sciences during the first semester of 2012-2013 were selected by stratified sampling. Data were collected using the Perceived stress scale and Connor-Davidson Resilience Scale (CD-RISC) questionnaires. The data was analyzed using descriptive and inferential statistics by SPSS-Verrsion14.

Findings revealed that about 100% (99.3%) students reported that perceived stress moderately or high. Regarding relation between perceived-stress and resilience There were statistically significant relationship between these two variables (P≤ 001/0, r=-0.38).

According the study findings nursing school can provide facilities and opportunities for students to learn stress management strategies such as increasing resilience ability during 4 years educational program.

Gooddoctor-patient communication has been shown to have a positive impact on anumber of health outcomes in previous studies.

to assess the communications skills used by mentalhealth professionals(MHP).

This study explore the impact of clinical factors relatedMHP (communications skills) may have on treatment adherence of patients withmental health disorders (MHD).

In this crosssectional study we use a convenience sample of patients with MHD attending inthe mental health departments of three general hospitals in Lisbon greatarea. Data is being collected through individual interviews. We have appliedclinical and socio-demographic questionnaire and additional measures to assesssymptom severity, treatment adherence and attitudes towards medication. For MHP we used a optimism scale (ETOS) and Medication Alliance Beliefs Questionnaire (MABQ.

Two conveniencesamples were composed by 121 patients(mean age= 39.8; SD± 9.3) with MHDand 60 MHP (mean age 37.0; sd 8.4)working in a varietyof settings is being collected.69.4%(84) of patients said that MHP did notspoke about the way to deal with the possible side effects ofmedications and only 20%(12) of MHP, said that have a specific training incommunication skills.

Communication skills should be improved andphysicians should take a more active role in improving patient treatment adherence. Do not just prescribe medication, it is necessary to adapt the treatment to theprofile and characteristics of each patient, assessing risk factors andfacilitate the clarification of doubts. Successful collaboration requirestailoring strategies to individual patients rather than basing communication ongeneral assumptions.

To review specificities of and difficulties in psychodynamic psychotherapy training for psychiatry residents.

The Royal College of Physicians and Surgeons of Canada requires a minimum of 32 weeks of the PGY2-PGY5 psychotherapy experience. Most of Canadian universities organize training in supportive psychotherapy, cognitive-behavioral therapy and long-term psychodynamic psychotherapy for psychiatry residents. At the beginning of the PGY3 year, residents will begin supervised practice in psychodynamic psychotherapy for a minimum of one year. Residents may perceive psychodynamic psychotherapy as too complicated and they may require a more directive approach in supervision and guidance regarding psychotherapy technique and psychotherapy process. This is understandable because they lack personal/didactic analysis. Supervisor trained in psychoanalysis needs to take into account differences in supervision as a part of psychoanalytic training and psychiatry resident supervision in psychodynamic psychotherapy. Unlike the psychoanalytic training organized by psychoanalytic institutes, training in psychotherapy as a part of residency training is much less defined in terms of standards and expectations from both residents and supervisors. The profile of psychodynamic psychotherapists who serve as supervisors for residents may vary significantly with regards to their training, experience and personal style in supervision. Criteria for assessment of resident performance and his/her progress in training are not well established. Residency training committees and psychotherapy training committees should work on developing training standards of psychotherapy supervisions for residents.

In conclusion, psychodynamic psychotherapy supervision for psychiatry residents is a specific and modified type of psychotherapy supervision. There is a need for standardization of the long-term psychodynamic psychotherapy supervision.

According to Mukherjee et al (2013), UK psychiatry recruitment is 'in crisis”. Psychiatry training programmes are consistently under filled – fill-rate of just 66% to the Core Training Year 1 programme in 2014.

To investigate how attitudes towards psychiatry correlate with the likelihood of choosing a career in psychiatry.

Final year medical students completed an abridged version of the ATP-30 questionnaire, comprising 10 statements which were then rated on a scale of 1 ('strongly disagree”) to 5 ('strongly agree”). Students also rated from 1 to 5 their likelihood of choosing psychiatry. The mean ratings for each question were compared between students who might choose psychiatry (Group A: likelihood ratings 3-5) and students unlikely to choose psychiatry (Group B: likelihood ratings 1-2).

Of the 98 students who returned questionnaires just 3 gave likelihood ratings of 4 ('definitely decided to”) or 5 ('seriously considering”), while 72 gave ratings of 1 ('no way”) or 2 ('unlikely”). Group A were significantly more positive about the statements 'the problems of psychiatric patients are particularly interesting and challenging” (p= 0.02) and 'psychiatrists treat the whole patient, not just the disease” (p=0.02). Group A were also significantly more against the statements 'psychiatrists are often merely failed physicians” (p=0.03); 'psychiatry is unrewarding because treatment is lengthy and inconclusive” (p=0.001); and 'psychiatry is too inexact” (p=0.04).

While complex cases and a holistic approach may attract students towards psychiatry, deterring factors include the perceived low status of the specialty along with a feeling that treatments are poorly specific and lack scientific basis.

Stigma and discrimination are associated with psychiatric disorders throughout the world. Several surveys have shown that the general population has limited knowledge about mental illness and holds unfavorable attitudes toward people with mental disorders and that physicians and medical students endorse this stereotypical views and negative attitudes.

The objective of this study was to determine the attitudes of medical students towards mental illness by comparing those who have had contact with mental patients and those who have not and to evaluate the impact of an educational intervention designed to reduce stigma.

A case vignette and two dependent measures (social distance and dangerousness scale) were used to assess the attitude of medical students toward mental illness. An educational program was developed to change attitudes towards mental illness and was conducted on 140 medical students from University of Medicine and Pharmacy ‘Iuliu Hatieganu’, Cluj-Napoca, Romania (70 from first year and 70 from sixth year) using a pre- and post-questionnaire study design. A similar study without the educational program was conducted on 140 medical students as controls.

The final year students who had knowledge and contact with patients were less stigmatizing toward mentally ill patients. After the programs statistically significant change in attitude toward mental illness were observed. No significant change was observed in the control group.

The education of medical students and their attitudes toward people with mental illness play a crucial role and may represent a further step in creating clinical practices with an antistigma orientation.

Communication skillis a process which can be improved with various ways at any moment of life,which we get chance to find ourselves and others by sharing our feelings andour thoughts. It is emphasized in our country and in the world that watching movieleaves positive impressions on individuals.

The aim of thisstudy is to examine the effect of watching movie in being get nursing students’communication skills.

The sample ofthe research is constituted from 20 students registered to Akdeniz UniversityAntalya School of Health. The data has been obtained from 7-question datacollection form the socio-demographic features of the participants andCommunication Skills Rating Scale. <a href="https://www.google.com.tr/url?sa=trct=jq=esrc=ssource=webcd=3cad=rjauact=8ved=0CDAQFjACurl=http%3A%2F%2Fwww.fon.hum.uva.nl%2FService%2FStatistics%2FSigned_Rank_Test.htmlei=SA4sVJquOI3g7Qa1i4CgCQusg=AFQjCNFQa4P3mFpTCfReHtxLYhrRS8ZTGw">The Wilcoxon Matched-Pairs Signed-Ranks Test</a> and Mann Whitney U testhave been applied to evaluate the data.

It has beendetermined that 70% of participants are male, that 45% of them are twenty yearsold, that 70% of them are the second grade students, that 60% of them live awayfrom their family, but with their friends, and that 85% of them find their own communication skills enough. At the end of the intervention period of five weeks, a statisticallysignificant difference (p <0.05) has been found between pre-test andpost-test scores of communication skills of the participants.

As a result ofthe research it has been confirmed that the students’ communication skills havechanged in a positive way. Watching movie and discussion on the movie are asignificantly facilitator factor inteaching and in developing of communication skills.

to detect the competence level of the family doctors concerning mental disorders of the outpatient level and determination of their interest and demand for training workshops and practical courses.

revealed that the majority of the family doctors have great difficulties in mental disorders revealing as well as in the patients’ management, who affected with these disorders, but more than 90% to render aid to the patients with ambulatory forms of mental disorders and to gain knowledge and skills on just them.

The training workshops were adopted for the family doctors, methodological guideline 'Psychology in Family Practice” was published according to 22 nosologies.

Training of 675 family doctors was held (2008-2011) with the following monitoring. In 2010-2011 presented the growth in mental disorders revealing up to 60%.

– further work is necessary to the education of the family doctors which will promote stigmatization level recession, early recognition of mental disorders and rendering qualified aid at the place of residence.

Studies have revealed that graduate education isassociated with high risk for the development of physical and psychologicalhealth problems.

This study examined the potential differences amongstudents from 6 higher education departments.

To investigated family environment and quality oflife of post graduate students.

In this study 164 post graduate students from varioushigher education departments were participated. More specifically, 61 (37.2%rate) from the Department of early & infant childhood, 36 (rate 22.0%)students from medical schools, 30 (total of 18.3%) students from nursingschools, 15 (rate 9.1%) students from school of speech 12 (rate 7.3%) studentsfrom kindergarten sections and 10 (6.1%) students from pedagogical faculties. The sample completed a)Family Environment Scale(Form R-FES) b) Short-Form Health Survey (SF- 36).

Using one way analysis ofvariance we found statistical significant differences in terms of family conflict(F=2.665, p=0.036), total family environment (F=2.481, p=0.041), physical functioning (F=3.847, p=.006), role-physical(F=3.551, p=.009), mental health (F=3.165, p=.016) and physical component summary(F=4.305, p=.003). Multiple comparisons shownthat graduates students of early & infant childhood reported lower levelsof family conflicts, better role-physical, mental health and physical healththan graduates students of nursing schools, whereas students from medicalschools have better total family environment than graduates students of early& infant childhood. Finally graduates students of nursing schools reportedlower physical functioning than students from medical schools.

Our results may promote studies on psychological wellbeing in higher education, and may provide support for their positive psychologicalhealth care.

Education is growing to a European level with the development of student exchanges. The EFPT Exchange Programme is the first psychiatric exchange programme to be developed in Europe. It was launched in 2011 by the EFPT Exchange Programme Working Group.

To provide European psychiatric trainees with the possibility of intercultural professional experience with a simplified exchange procedure.

To promote acquaintance of different health systems and psychiatric practices as well as cooperation among trainees, with a focus on individual experience.

The programme is run by trainees, for trainees, and provides observatory internships of 2-6 weeks in psychiatric units accredited for education. We collected systematic online feedback on participant satisfaction, as well as data on countries of residence, countries of exchange and number of applicants per phase.

Since 2011, the program has extended to 11 countries and offers 50 placements in diverse clinical psychiatry units accredited for education. Six phases of exchange have been conducted, with a total of 85 exchanges. We observed an average of 34 applications per phase with 70% of applicants originating from: Turkey, UK, Portugal, Ireland, Romania, France, Croatia. 46% of applicants were accepted for exchange. The large number of trainees underlines the richness of professional exchange and the positive effect on personal development.

The succes of this programme among trainees should encourage the promotion of mobility in psychiatric training.

Read the most basic learning tool for students. Is the basis for reading comprehension. Comprehension of written educational materials on various aspects of the basic skills that affect academic achievement.

This study wasinvestigatedand determined the effects ofcognitive processing programonvisual memory andcomprehensiono students withreading learning disability in Third to fifth grade (class).

Indesired population, we usedavailable sampling formwhich was established fromthird to fifthgrad students with learning disabilities in reading centers in Karaj. The numbers of Sample persons were 30 who were randomly divided into two groups: experimental group (15) and control group(15). Training program in the cognitive processing of the experimental group was conducted in 11sessions of 45 minutes. In order to collect test data we used KimKarad test for visual memory, comprehension subtest (dyslexia test, Karami and Nuri, 1387).

As ANCOVA results showed, after adjusting pre-test scores, among the participants of group, there was a significant effect.

positive effect on cognitive processing program on visual memory of students and student's comprehension and experimental group was in compared with control group.

The quality and opportunities of the postgraduate training are factors that influence the residents’ future career.

To assess the perceived quality of the Romanian psychiatric training system.

To identify factors that may be improved in the psychiatric training.

Residents in psychiatry were asked to fulfill an anonymous questionnaire regarding satisfaction with their training and preferences for future practice. The questionnaire contained open and closed-ended questions about clinical and research training: the quality of lectures, case presentations, rotations between attending physicians, hospital practice, and access to conferences, to PhD enrollment, to randomized controlled trials (RCTs), and to psychotherapy training.

The study included 45 residents in psychiatry from different years of training at Timisoara Neuroscience Department. 71.11% of the residents considered psychiatric emergencies to be the most useful training. All residents are satisfied with case presentations. Over 70% are satisfied and very satisfied with the lectures held by coordinators and supervision of the attending doctors. Still, the level of satisfaction with lectures and supervision decreases with the increasing of the years of training. More than 80% of residents are satisfied with participation to conferences, but very few have access to PhD, RCTs, or psychotherapy training. Most residents display a medium level of satisfaction with hospital activity. 40% prefer a mix of academic and medical career.

Although residents rate their overall training as satisfying, they have little access to research and psychotherapy opportunities. The study doesn’t intend to generalize the results for all the country.

Psychiatry in the UK has longstanding recruitment problems (1). Evidence suggests the positive effects of clinical attachments on attitudes towards psychiatry are often transient (2). We therefore created the Psychiatry Early Experience Programme (PEEP) where year 1 medical students are paired with psychiatry trainees and shadow them at work. Students will ideally remain in PEEP throughout medical school, providing consistent exposure to psychiatry and a broad experience of its subspecialties.

1. 1. To present PEEP

2. 2. To assess:

   1. a. Students’ baseline attitudes to psychiatry

   2. b. PEEPs’ impact on students’ attitudes to psychiatry

Design

A prospective survey based cohort study of King’s College London medical students.

PEEP started in 2013. In this cohort all students that signed up were accepted.

Students’ attitudes towards psychiatry were assessed on recruitment using the ATP-30 questionnaire (3), and will be re-assessed annually.

127 students were recruited. Attitudes were positive overall. 73% listed psychiatry in their top three specialities. 95.3% agreed or strongly agreed that ‘psychiatric illness deserves at least as much attention as physical illness.’ 84.3% disagreed or strongly disagreed that ‘at times it is hard to think of psychiatrists as equal to other doctors.’

Baseline attitudes to psychiatry were positive. By March 2015 we aim to collect and analyse data on students’ attitudes after one year in PEEP. Through on-ongoing analysis of this and future cohorts, we aim to assess the impact of PEEP on improving attitudes to psychiatry and whether this will ultimately improve recruitment.

The undergraduate training in research represents the elementary base of a quality medical research. The level of undergraduate research training varies from one university to another. The purpose of this study is to evaluate the demands and opportunities in research training in Eastern Europe.

A questionnaire with 20 items concerning the research training was done and distributed by email or direct contact to key persons in academic teaching in undergraduate training in five Eastern European countries. The same questionnaire was distributed to students from medical schools from mentioned countries.

The interest in questionnaire and response rate was lower in teaching staff and higher in students. A quantitative and qualitative analysis was done. The high variance from one university centre to other in the same countries was underline. At the item of interest in research training both trainees and staff sustain the need in training. The courses, workshops and seminars are ranked as highly important by teachers. Learning practical skills like how to do a poster or a presentation, to write an article, a CV or a research project is most appreciated between students. The demand on qualitative research is impaired by low number of opportunities of undergraduate training in research, especially in practical skills and tutoring.

The awareness on weak and strengths of different educational model could be the starting point in reform in undergraduate training in research.

E-learning may be a cost-efficient alternative or addition to traditional continuous medical education (CME) face-to-face courses. Even though some data are available regarding views on e-learning of general medicine physicians, preferences of psychiatrists have not been systematically assessed as yet.

To assess early career psychiatrists' (ECPs) preferences on e-learning.

To explore: 1) What do early career psychiatrists want to learn via e-learning? 2) How should e-learning be provided?

Online focus groups were conducted via skype. Participants were purposively sampled for professional qualification (trainees/newly-qualified psychiatrists) and recruited in 14 European countries. Qualitative analysis of the data is in progress. Preliminary findings are presented.

Four focus groups with in total 20 early career psychiatrists from different countries were conducted. The number of participants to focus groups varied from four to seven.

ECPs would use e-learning to learn about topics not normally thaught during standard psychiatric training, and to have contact with experts in the field. E-learning courses on general basic knowledge (psychotherapy theories, psycho-pharmacology) need to be related to clinical practice.

ECPs suggested that e-learning courses should be interactive, user-friendly and accredited by national authorities. Cost of e-learning courses and lack of awareness of e-learning opportunities are significant barriers to access, particularly for trainees.

Access of ECPs to e-learning may be increased by offering information on courses and affordable fees. Content-wise, e-learning should provide specialist knowledge or training in generic skills closely related to practice. E-learning courses should be delivered by renowned international experts.

The observance of possible somatic and environmental causes is essential to improve safety and efficacy in the treatment of agitated states. Severe agitation is considered a medical emergency requiring immediate psychopharmacologic intervention.

To establish a clinically applicable consensus statement based on evidence- as well as eminence-based medicine with respect to schizophrenia and mania.

The recommendations given are based on information from psychopharmacologic treatment studies as well as logistic and practical factors intrinsic to clinical settings.

Atypical antipsychotics given orally together with Lorazepam are considered the first-line treatment of agitated states in psychotic patients. Adequate communication with the patient is considered essential for effective oral administration. A novel alternative, Loxapine 4.5 mg or 9.1 mg (approved by the EMA 2013), is administered via an inhaler and exerts its sedative effects within 10 minutes. Inhalation may carry the benefit of greater patient acceptance. In contrast, intramuscular administration of antipsychotics is typically perceived by patients to be more invasive and persuasion or coercion may be necessary in severely ill patients. On the other hand, Aripiprazole, Haloperidole, Olanzapine and Ziprasidone show clinical efficacy within 15-30 minutes in psychopharmacologic trials when administered intramuscularly (i.m.). When taking extrapyramidal symptoms, QTc-prolongation and potential for combination with benzodiazepines into account, Aripiprazole i.m. carries the highest recommendation grade. Lorazepam may be administered intravenously. Currently, no antipsychotics are approved for intravenous administration.

This project gives recommendations which consider risk-benefit ratios and patient compliance.

Effective teamwork is vital for quality of care. The exchange of information, ideas and support, helps with patient safety, patient positive experience, and avoiding the detrimental effects of staff burnout. The aim of this study was to assess the development needs of a 44-member multidisciplinary acute inpatient mental health team and to improve team effectiveness.

A wide range of questionnaires and activities developed by the NHS Leadership Academy, U.K., was used to focus on seven essential aspects of effective team working: Team Identity, Team Objectives, Role Clarity, Team Decision Making, Team Communication, Constructive Debate, and Inter-Team Working. Team reflection and positive challenging were used to promote critical thinking.

The team's purpose and operating principles were defined and team objectives were agreed. Questionnaires identified Communication and Inter-Team Working as areas for development. On a scale of 1 (strongly disagree) to 5 (strongly agree), in areas showing need for improvement, scores were as follows: 3.2 (there is enough information to make decisions about work), 3.2 (effective communication between team members), 2.8 (well-managed time in meetings), 3.3 (planned outcomes achieved in meetings), 3.3 (decisions and actions clearly summarised in meetings), 3.3 (efficient working to resolve conflict with colleagues), and 2.9 (effective processes to quickly resolve difficulties amongst teams). Meeting processes were changed and time dedicated to care increased.

Teams can improve by focussing on specific factors contributing to their development and effectiveness. Communication and inter-team relationships might be particularly challenging areas that may improve by changing team processes.