Background: Despite the high prevalence of domestic violence and abuse (DVA) among patients with psychiatric conditions, detection rates are low. Limited knowledge and skills on DVA in mental healthcare (MHC) professionals might contribute to poor identification.AimsTo assess the level of, and factors associated with, DVA knowledge and skills among MHC professionals.
Method: A total of 278 professionals in Dutch MHC institutions completed a survey assessing factual knowledge, perceived knowledge, perceived skills and attitudes about DVA.
Results: On average, low scores were reported for perceived skills and knowledge. MHC professionals in primary care scored higher than those working with individuals with severe mental illness (P<0.005). Levels of factual knowledge were higher; levels of attitudes moderate. Previous training was positively associated with skills (odds ratios (OR) = 3.0) and attitudes (OR = 2.7). Years of work was negatively associated with factual knowledge (OR = 0.97). Larger case-loads predicted higher scores on skills (OR = 2.1).
Conclusions: Training is needed, particularly for clinicians working with patients with severe mental illness.Declaration of interestNone.
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http://dx.doi.org/10.1192/bjo.2019.8 | DOI Listing |
BMC Med Educ
December 2024
Department of Family & Community Medicine, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia.
Background: Medical student-led health promotion projects are pivotal in enhancing community health and medical education. However, research focusing on the impact of such projects on medical students' knowledge translation skills is limited. This study aims to address this gap by developing and validating a survey tool to assess the knowledge translation skills and overall impact of a student-led health promotion project.
View Article and Find Full Text PDFJ Med Syst
December 2024
School of Basic Medical Sciences, Zhejiang Chinese Medical University, 548 Binwen Road, Binjiang District, Hangzhou, 310053, China.
The success of large language models (LLMs) in general areas have sparked a wave of research into their applications in the medical field. However, enhancing the medical professionalism of these models remains a major challenge. This study proposed a novel model training theoretical framework, the M-KAT framework, which integrated domain-specific training methods for LLMs with the unique characteristics of the medical discipline.
View Article and Find Full Text PDFSoc Cogn Affect Neurosci
December 2024
Cognitive Neuroscience Center (CNC), University of San Andres, Buenos Aires, C1011ACC, Argentina.
Human vocabularies include specific words to communicate interpersonal behaviors, a core linguistic function mainly afforded by social verbs (SVs). This skill has been proposed to engage dedicated systems subserving social knowledge. Yet, neurocognitive evidence is scarce, and no study has examined spectro-temporal and spatial signatures of SV access.
View Article and Find Full Text PDFAsian J Psychiatr
December 2024
Department of Psychiatry, National Institute of Mental Health and Neuro Sciences, Bengaluru, Karnataka, India.
Introduction: Homelessness embodies a prevalent societal issue that results in extensive socio-economic ramifications. Residential rehabilitation establishments, including shelters and mental health facilities, offer essential assistance to individuals with insecure housing situations. The healthcare providers within these facilities struggle to effectively tackle the underlying issues faced by homeless individuals, often due to a variety of socio-economic factors.
View Article and Find Full Text PDFCurr Pharm Teach Learn
December 2024
School of Pharmacy, Duquesne University, 600 Forbes Avenue, Pittsburgh, PA 15282, United States of America. Electronic address:
Introduction: Accreditation Council for Pharmacy Education's (ACPE) standards require pharmacy schools to assess Advanced Pharmacy Practice Experience (APPE) readiness. This paper describes the development and implementation of a Capstone Exam for assessing APPE-readiness and exploration of potential correlations between student performance on the Exam and performance measures within the didactic curriculum.
Methods: Faculty developed a Capstone examination aligned to the Pre-APPE Domains in Appendix A of the ACPE standards consisting of five stations assessing skills, which include: interviewing, counseling, prescription checking, professional communication, and inpatient order verification.
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