Collective pause: improving staff performance in acute medicine through a brief mindfulness-based group programme.

Background: Hospital wards are a complex and dynamic environment that rely on optimal staff performance. However, there is little research evaluating group interventions to improve staff attention and teamwork.

Aims: To evaluate whether a regular, short and guided group mindfulness practice for staff in an acute general medicine team improves attention and teamwork.

Mindfulness-based intervention to reduce burnout and psychological distress, and improve wellbeing in psychiatry trainees: a pilot study.

Background: Healthcare professionals including psychiatry trainees experience high amounts of occupational stress. This pilot study aims to assess the impacts and feasibility of a mindfulness-based intervention program as an occupational intervention in a metropolitan hospital.

Method: Psychiatry trainees participated in an mindfulness-based intervention training program consisting of 1-h weekly sessions over 8 weeks.

Reflections of a CEQ Examiner.

The Critical Essay Question (CEQ) tests some of the key skills necessary for the practice of psychiatry. Many candidates find the CEQ a challenge but there are some basic rules of writing which can help.

Teaching psychological processes and psychotherapy to medical students.

Objective: Psychiatrists are in a key position to teach medical students about psychotherapy. Whilst at first it may appear a formidable task, it need not be so. It should however, have applicability to the bulk of students, who will not go on to psychiatry training.

Twelve tips for performing well in vivas.

The viva examination is a common method of assessment in medical education. It is, in essence a performance given by candidates to examiners, and as such, candidates would be well advised to optimize their performance. Knowledge and skills are essential to passing the viva, but they alone are not sufficient.

The effects of utilizing a near-patient e-learning tool on medical student learning.

Context: This study aimed to develop a near-patient, e-learning tool and explore student views on how utilization of such a tool influenced their learning.

Methods: Third year medical students from Monash University in Melbourne, Australia were invited to trial a novel, near-patient, e-learning tool in two separate pilots within the ward environment. All participating students were invited to contribute to focus groups which were audio-recorded, transcribed verbatim and thematically analyzed.

Formulation for beginners.

Objective: Developing a formulation is an important method of understanding the people we treat. Writing a formulation need not be seen as burdensome or difficult. Our objective is to provide a framework for the formulation process to make it more accessible for beginners.

Improving patient return to general practice after specialist assessment.

Objective: The aim of this study was to evaluate the impact of a two-pronged, letter intervention strategy to improve the follow-up after referral (FAR) rate to general practitioners of patients referred for a psychiatric assessment.

Methods: The FAR rate of patients referred to the Inner South East Primary Mental Health Team (PMHT) between June 2007 and June 2008 was examined via telephone call, before and after the implementation of a process sending letters to patients and practice managers advising them to make an appointment to discuss recommendations resulting from the psychiatric assessment.

Results: A statistically significant improvement (χ² (1, n = 44) = 5.

Mailing GP reply letters after psychiatric assessment - a pilot randomised controlled trial.

Background: Patients are not always fully aware of the details of their assessment and management plan detailed in the letter sent from the specialist to the general practitioner following referral. One approach to solving this problem is for the specialist to copy the GP reply letter to the patient.

Objective: To determine whether receiving a copy of the GP reply letter improves outcomes in patients referred by their GP for a psychiatric assessment.

Twelve tools for teaching medical students.

Objective: The aim of this paper is to outline strategies for teaching psychiatry to medical students. The background is that today's medical students are tomorrow's doctors. Undergraduate psychiatry teaching provides us a unique opportunity to instil positive attitudes, knowledge and skills in the medical workforce of the future.

What do GPs want from a psychiatrist's letter?

Objective: The aim of this study was to investigate the preferences of general practitioners (GPs) in reply letters for patients referred for a one-off psychiatric assessment.

Method: A sample of GPs referring to a primary mental health team service were mailed a questionnaire inquiring into the usefulness of 21 different letter items.

Results: The response rate was 51%.

Depression and anxiety: pharmacological treatment in general practice.

Background: Depression and anxiety are common presentations in general practice and medications are one of the key treatment strategies.

Objective: This article provides an overview of important practical issues to consider when prescribing medications for anxiety and depression.

Discussion: Key questions for the general practitioner to consider are: Are medications the best option? Which is the best medication for this patient? What are the practical aspects of prescribing this medication? What is the next step if it doesn't work?

Primary care psychiatry: taking consultation-liaison psychiatry to the community.

Objective: To assist psychiatrists who work closely with general practitioners (GPs) at the primary/secondary care interface.

Conclusion: The role of primary care psychiatrists can be enhanced by a sound appreciation of the general practice context, knowledge of the local mental health services and an understanding of the educational and clinical support needs of GPs.