Kelli Harding

Measurement-Based Care in Psychiatric Practice: A Policy Framework for Implementation

This article describes the need for measurement-based care (MBC) in psychiatric practice and defines a policy framework for implementation. Although measurement in psychiatric treatment is not new, it is not standard clinical practice. Thus a gap exists between research and practice outcomes. The current standards of psychiatric clinical care are reviewed and illustrated by a case example, along with MBC improvements. Measurement-based care is defined for clinical practice along with limitations and recommendations. This article provides a policy top 10 list for implementing MBC into standard practice, including establishing clear expectations and guidelines, fostering practice-based implementation capacities, altering financial incentives, helping practicing doctors adapt to MBC, developing and expanding the MBC science base, and engaging consumers and their families. Measurement-based care as the standard of care could transform psychiatric practice, move psychiatry into the mainstream of medicine, and improve the quality of care for patients with psychiatric illness.

Discrediting the notion "working with 'crazies' will make you 'crazy'": addressing stigma and enhancing empathy in medical student education.

People with mental illness around the world continue to suffer from stigmatization and limited care. Previous studies utilizing self-report questionnaires indicate that many medical students regard clinical work with psychiatric patients as unappealing, while the professionalism literature has documented a general decline in students’ capacity for empathy over the course of medical school. Through in-depth interviews, this study attempts to better understand the formation of medical students’ perceptions of psychiatry and the implications of that process for a more general understanding of the impact of emotionally-laden experiences on medical students’ capacity for empathy. Forty-seven fourth-year medical students who had expressed interest or performed well in psychiatry were asked a series of questions to elicit their perceptions of the field of psychiatry. Interview transcripts were systematically coded using content analysis and principles of grounded theory. Stigma, stereotypes, and stressfully intense emotional reactions seemed to adversely affect the students’ expected satisfaction from and willingness to care for the mentally ill, despite enjoying psychiatry’s intellectual content and the opportunity to develop in-depth relationships with patients. Teaching faculty need to directly address the stigma and stereotypes that surround mental illness and actively help medical students cope with the stress that they report experiencing during their psychiatry clerkship in order to improve the recognition and treatment of psychiatric illness by newly graduating physicians. More generally, the relationships that we identify among stress, stigmatization, and stereotyping along an empathic spectrum suggest that increased attention should be paid to the stress that empathy can entail. This perspective may allow for the creation of similarly targeted interventions throughout the medical school curriculum to counteract the decline in empathy, the so-called “hardening of the heart,” associated with physician-training worldwide.

Reducing Medical Students’ Stigmatization of People With Chronic Mental Illness: A Field Intervention at the “Living Museum” State Hospital Art Studio

ObjectiveThe authors designed an intervention to reduce beginning medical students’ stigmatization of people with chronic mental illness (CMI).MethodsPre-clinical medical students visited a state psychiatric facility’s “Living Museum,” a combination patient art studio/display space, as the intervention. During the visit, students interacted with artist-guides who showed their work and discussed their experiences creating art. Students completed a self-assessment survey developed to measure attitudes and feelings toward people with CMI after half of the class visited the Living Museum, constituting a Visit/No-Visit cross-sectional comparison.ResultsStudents who visited the Living Museum (N=64), as compared with those who did not visit (N=110), endorsed more positive attitudes toward people with CMI. Among the students who visited, however, those who reported having spoken individually with a patient-artist (N=44), paradoxically, indicated less-positive feelings toward people with CMI.ConclusionAn intervention in which pre-clinical medical students visited patient-artist guides in an art-studio setting generally improved students’ attitudes toward people with CMI. Thus, nontraditional psychiatric settings offer a valuable adjunct to more traditional clinical settings to reduce stigma when introducing medical students to the field of psychiatry.

Anxiety Disorders: Understanding health anxiety

Epidemiologic surveys consistently document that anxiety disorders are the most prevalent class of mental disorders. This chapter reviews the prevalence and distribution of DSM-IV anxiety disorders across the life span, drawing predominantly on large-scale epidemiologic surveys conducted in developed regions of the world, where the most rigorous work has been conducted. Sex differences in the prevalence of anxiety disorders are consistent across cultures and survey methods. Across cultures, epidemiologic work typically finds women to be at greater risk for social anxiety disorder (SAD) than men. Across several DSM iterations, generalized anxiety disorder (GAD) has evolved from a non-specific residual anxiety category to its current status as a primary anxiety disorder. Across cultures, lifetime panic disorder (PD) rates range roughly from 2% to 4%, and 1-3% reports the presence of PD within the past year. Increased efforts are needed to document population- based prevalence estimates of childhood anxiety disorders.

Best Practices: The Feasibility of Standardized Patient Assessments as a Best Practice in an Academic Training Program

The use of standardized patient assessments (SPAs) in psychiatry is an emerging best practice. This column describes a survey of resident and faculty supervisors at a large academic department examining current practices, attitudes, and perceived barriers to incorporating SPAs into clinical practice. Although the study found that SPAs were not routinely used in clinical practice or supervision, residents and faculty were fairly optimistic about their potential value. The results suggest that educational initiatives should be integrated into clinical practice, start early within training, include both trainees and faculty supervisors, and set use of SPAs as an expected standard of care.