The full partnership of clinical health psychology and cardiology optimizes patient-centered care to address the mental and behavioral needs of patients living with heart disease. This scenario is realized as the East Carolina Heart Institute (ECHI) at East Carolina University (ECU) in Greenville, North Caroline with colocation and co-training of psychologists and cardiologists. ECHI provides services to patients across the full disease continuum of cardiovascular disease (CVD), given the higher rates of heart disease in this rural area. The purpose of this article is to describe the cardiovascular behavioral medicine training model for clinical health psychology doctoral students and its adaptation during the coronavirus disease 2019 (COVID-19) era. Through illustrative case examples, we describe the training model before the COVID-19 pandemic, during the transition to telehealth following the onset of the COVID-19 pandemic, and then the entirely telehealth-based service model. We highlight notable strengths and challenges to delivering telehealth care to cardiac patients in a rural setting, while also discussing the health disparities that uniquely occur within this patient population in Eastern North Carolina. This innovative partnership fosters a responsive environment for training and clinical care, where the complex needs of patients with CVD are treated to increase their overall quality of life and well-being.
BackgroundModels of time perception share an element of scalar expectancy theory known as the internal clock, containing specific mechanisms by which the brain is able to experience time passing and function effectively. A debate exists about whether to treat factors that influence these internal clock mechanisms (e.g., emotion, personality, executive functions, and related neurophysiological components) as arousal- or attentional-based factors.PurposeThis study investigated behavioral and neurophysiological responses to an affective time perception Go/NoGo task, taking into account the behavioral inhibition (BIS) and behavioral activation systems (BASs), which are components of reinforcement sensitivity theory.MethodsAfter completion of self-report inventories assessing personality traits, electroencephalogram (EEG/ERP) and behavioral recordings of 32 women and 13 men recruited from introductory psychology classes were completed during an affective time perception Go/NoGo task. This task required participants to respond (Go) and inhibit (NoGo) to positive and negative affective visual stimuli of various durations in comparison to a standard duration.ResultsHigher BAS scores (especially BAS Drive) were associated with overestimation bias scores for positive stimuli, while BIS scores were not correlated with overestimation bias scores. Furthermore, higher BIS Total scores were associated with higher N2d amplitudes during positive stimulus presentation for 280 ms, while higher BAS Total scores were associated with higher N2d amplitudes during negative stimuli presentation for 910 ms.DiscussionFindings are discussed in terms of arousal-based models of time perception, and suggestions for future research are considered.
Objective. To establish a successful educational mentor program for the Web-based doctor of pharmacy pathway at Creighton University, School of Pharmacy and Health Professions. Design. A recruitment process was established and the educational mentor's responsibilities were identified. The roles of faculty instructors, the Office of Information Technology and Learning Resources, the Office of Faculty Development and Assessment, and Web-based Pharmacy Pathway Office as it pertains to the training of educational mentors were clearly delineated. An evaluation process for all key aspects of the program was also put in place. Assessment. Student, instructor, and mentor evaluations showed overall satisfaction with the program. Persistent areas of concern include the difficulty in motivating students to participate and/or engage in learning with the mentors. Many students remain unclear about mentors' roles and responsibilities. Lastly, in regards to mentors, there is a limited utilization of provided online resources. Conclusion. The educational mentor program has become an invaluable component of the Web pathway and has enhanced the interactions of students with the content and mentor.
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