Rates, demographic correlates, and differential symptomatic expression as a function of gender of affective disorders and depression as measured by the Diagnostic Interview Schedule (DIS) and the Beck Depression Inventory (BDI) were examined in 298 paid adult volunteers selected by the random digit dialing method. According to the DIS, 7.7% were diagnosed as current affective disorder, 6% as current primary unipolar depression, 23.5% as lifetime affective disorder, and 19.5% as lifetime primary unipolar depression. According to the BDI, 19.8% scored depressed: 10.7% as mildly, 5.0% moderately, and 4.0% severely depressed, respectively. Of 11 demographic variables whose relation to DIS diagnoses were examined in a multivariate context, only occupation was correlated significantly with current primary unipolar depression. Of the same variables whose relation to BDI score was examined, education and race were correlated significantly with BDI score. There was no evidence of differential symptomatic expression as a function of gender as measured by lifetime diagnosis of primary unipolar depression on the DIS.

Background: In the majority of European countries, postgraduate psychiatry training schemes are developed and evaluated by national bodies in accordance with national legislation. In order to harmonise training in psychiatry across Europe, the European Union of Medical Specialists (UEMS) issued a number of recommendations for effective implementation of training programs in psychiatry. Aims: To describe the structure and quality assurance mechanisms of postgraduate psychiatric training in Europe. Method: The European Federation of Psychiatry Trainees (EFPT) conducted a survey, which was completed by the representatives of 29 member national psychiatric associations. Results: In most countries (N ¼ 19), the duration of the training programme is 5 years or more. Twenty-six countries have adapted a basic training programme that includes the 'common trunk' (according to UEMS definition) or a modified version of it. In 25 countries, trainees are evaluated several times during their training with a final exam at the end. In 25 countries, official quality assurance mechanisms exist. However, results demonstrate great variations in their implementation. Conclusions: Overall, psychiatric training programmes and assessment methods are largely compatible with one another across Europe. Quality assurance mechanisms, however, vary significantly. These should receive adequate attention by national and international educational policy makers.

Background: Since the recognition of youth depression, numerous instruments have been developed, but there is little consensus regarding their use. In recent years, a national programme for outcome measurement has been introduced in the United Kingdom. Method: A pragmatic literature search was conducted to select instruments commonly used to measure depression either in research or as recommended by UK national bodies. Results: 15 depression rating scales were identified. Diagnostic instruments and rating scales are described. Conclusions: Recent large depression trials have produced additional new data, and UK national organisations have made recommendations regarding the implementation of certain instruments. Key Practitioner Message• Our pragmatic review identifies 15 of the most commonly used measures in recent large research trials, UK clinical practice and national guidelines. There is a lack of psychometric studies compared to the number of instruments that have been developed. However, there has been recent progress and increased interest in outcome measurement in UK services.• For treatment monitoring, the clinician-rated CDRS and the self-rated MFQ are brief, have good psychometric properties and a growing evidence-base. They can be readily incorporated into clinical practice to assess depressive symptoms.• There is a need for increased psychometric studies of youth-appropriate instruments, which could translate into improved international guidelines. Further research is needed on the development of cost-effective methods of implementing the use of diagnostic tools in clinical practice

The objective of this study was to investigate trainee experiences of Child and Adolescent Psychiatry (CAP) training across Europe in the following domains: (A) structure and organisation of training; (B) training quality and content; and (C) working conditions and recruitment. CAP trainee representatives were contacted via email across 34 countries in Europe using the European Federation of Psychiatric Trainees (EFPT) email list to complete a survey on CAP training in 2010-2011. The European Union of Medical Specialties CAP group and trainees at the 2011 EFPT forum validated the survey data. Full surveys were submitted by 28 of the 34 countries who have national CAP training schemes. These 28 countries are subject to the following further analysis. 7/28 countries (25 %) have a core common trunk in general psychiatry before trainees specialise in CAP. All countries bar one have national training standards for CAP. Training standards are implemented in practice to a variable extent. There is a CAP-specific theoretical education programme and national CAP conference in 25/28 countries (89 %). Supervision occurs at least weekly in 19/28 countries (68 %); emergency duty supervision is available in 18/28 (64 %) countries; educational supervision is available in 13/28 countries (46 %). Psychotherapy training is obligatory in 19/28 countries (68 %). Research training is obligatory in 8/28 countries (29 %). Sub-specialty experience is extremely variable. Recruitment into CAP is a problem in 19/28 countries (68 %). Training experiences in CAP varies widely across European countries.

Aims and methodTo test whether medical students find case-based discussion of child psychiatry more educationally stimulating and more enjoyable, and whether this leads to greater knowledge acquisition than traditional didactic lectures. Four cohorts of Cambridge medical students (n = 54) were randomised to case-based discussion or traditional didactic lectures for two topics in their psychiatry placements. Enjoyment and stimulation were determined by feedback forms; knowledge acquisition was tested by an end-of-placement exam.ResultsStudents in case-based discussion groups scored significantly higher than students in the lecture groups in the extent to which they enjoyed the teaching session (P = 0.006); the extent to which they understood the principles of management of real-life patient problems (P = 0.044); and their interest in looking up further information (P = 0.003). There was no significant difference in exam performance (P = 0.9).Clinical implicationsMedical students find case-based discussion more engaging and enjoyable than didactic lectures, with no reduction in exam performance.