In Norway, the first paediatric department was founded in Oslo 100 years ago. The first child psychiatric department was opened in 1950. To assess qualitative and quantitative aspects of child psychiatric liaison work, questionnaires were sent to the heads of 25 paediatric departments and 53 child psychiatric units. Scarce child psychiatric resources were spent in paediatrics. The average score for satisfaction with collaboration was moderate (5.5 on a 10-cm visual analogue scale) and agreement between the parties was modest. Improvement will involve development of a common language and a shared model for understanding the psychosocial aspects of acute and chronic childhood illnesses. In-service training for paediatricians in child psychiatry and vice versa may help. Both parties indicated a need for more training in consultation/liaison and in multi-professional assessments and therapeutic interventions with children with physical illnesses.
By some estimates, the teacher-learner relationship explains roughly half of the variance attributed to the effectiveness of teaching. Despite this, relationships largely have been ignored in the educational literature.
This qualitative pilot study sought to identify factors in the supervisor-resident relationship that hinder learning among University of Toronto psychiatry residents.
Thirteen postgraduate-year residents in Years 2-5 and their supervisors were interviewed regarding interactions that either assisted or adversely affected learning.
Qualitative analysis of the interview data led to the identification of 5 types of issues affecting the supervisory relationship: goals and individual differences, communication and feedback, power and rivalry, support and collegiality, and role modeling and expertise. Face validity was supported when typed anonymous written feedback obtained from annual supervisor evaluations also could be organized into the 5 categories.
Recognition of the types of interpersonal interactions that assist or hinder learning may contribute to enhanced teaching effectiveness.
To understand how to improve collaboration between psychiatrists and family physicians in primary care settings.
Qualitative study using 10 in-depth interviews and a focus group session.
Catchment area in eastern Montreal, Que.
Five FPs and five psychiatrists.
Ten interviews and a focus group were conducted to identify ways of improving collaboration between FPs and psychiatrists. All session were audiotaped and transcribed verbatim. Analysts used Atlas.ti to compare findings vertically and horizontally.
Three strategies were identified: communication, continuing medical education (CME) for FPs, and access to consulting psychiatrists. The first two can be implemented by FPs and psychiatrists together, but psychiatrists thought the last one was not feasible due to lack of both time and remuneration for such activity.
Better communication and CME for FPs in psychiatry can help improve collaboration between FPs and psychiatrists. Increased access to consulting psychiatrists requires substantial alteration in established clinical roles and routines.
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To study changes in Finnish GPs' child-psychiatric networks over a one-year period.
Health centres in the area of Tampere University Hospital with a catchment population of one million.
A one-off course in the field of child psychiatry was held 56 times in different health centres.
GPs (n = 761) working in the area received a questionnaire in 2000 and 2001. Those responding in both years were included in the analysis (n = 371).
A fill-in picture was used to identify professionals in the network of each GP. Three levels were analysed: (1) health centre, (2) municipality, and (3) secondary healthcare.
The number of collaborators increased significantly only in the training group at municipality level. No statistically significant differences were found in proportions of GPs naming cooperating persons.
The impact of a one-off training programme on the scope of GPs' child-psychiatric networks was not very strong but was in accordance with the aims of the programme.