Beyond the DSM: Development of a Transdiagnostic Psychiatric Neuroscience Course

Etkin, Amit; Cuthbert, Bruce N.

doi:10.1007/s40596-013-0032-4

Cited by 53 publications

(45 citation statements)

References 15 publications

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“…The six model curricula were US programs conducted at single sites, four of which were published in this issue of the journal [7,[9][10][11]. As can be seen in Table 2, four programs taught at one resident level [7,9,29,30], and two taught across all years [10,11].…”

Section: Resultsmentioning

confidence: 99%

“…Most programs were taught predominantly by lectures [7,9,10,29]. One had residents directly contribute to that teaching [30], and another utilized an interactive paradigm that emphasized active learning principles [11].…”

Section: Resultsmentioning

confidence: 99%

“…Balance was sought between neuroscience and "humanistic" components in one curriculum [9] and between the neuroscience curriculum and the rest of the residency curriculum [11]. Integration of the content in one program occurred across knowledge arising from animal and human works, pharmacological and psychosocial interventions, and individual and social processes [7] or by integrating the neurosciences with clinical cases in another program [30]. Sequence occurred both from the general to the particular and from introductory to more complex material [29] or by developing expertise in which new information was increasingly incorporated into a scaffold built on previous knowledge and experience [30].…”

Section: Resultsmentioning

confidence: 99%

“…Our patients, as well as the field of psychiatry, will be best served when training programs work together to standardize learning objectives and curricula and to share the best educational practices [4]. To this end, this edition of Academic Psychiatry presents an exceptional compendium of articles concerning the education of psychiatry residents in the neurosciences [5][6][7][8][9][10][11][12][13][14][15]. One of these articles reported on a survey of residency training directors confirming the earlier finding [3] that a lack of qualified faculty constituted a barrier to training in the neurosciences and neuropsychiatry [12].…”

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confidence: 99%

“…In another survey, chief residents indicated that they did not feel adequately prepared to translate findings from neuroscience research into clinical practice [13]. Four of the articles [7,[9][10][11] described a neuroscience curriculum targeted to psychiatry residents. One commentary proposed a novel idea for a pilot training program based on the "triple board approach" [15].…”

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Teaching Clinical Neuroscience to Psychiatry Residents: Model Curricula

et al. 2014

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Teaching Clinical Neuroscience to Psychiatry Residents: Model Curricula

et al. 2014

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RDoC and translational perspectives on the genetics of trauma‐related psychiatric disorders

Montalvo-Ortiz

Hudziak

Kaufman

2015

American J of Med Genetics Pt B

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Individuals with a history of child abuse are at high risk for depression, anxiety disorders, aggressive behavior, and substance use problems. The goal of this paper is to review studies of the genetics of these stress-related psychiatric disorders. An informative subset of studies that examined candidate gene by environment (GxE) predictors of these psychiatric problems in individuals maltreated as children is reviewed, together with extant genome wide association studies (GWAS). Emerging findings on epigenetic changes associated with adverse early experiences are also reviewed. Meta-analytic support and replicated findings are evident for several genetic risk factors; however, extant research suggests the effects are pleiotropic. Genetic factors are not associated with distinct psychiatric disorders, but rather diverse clinical phenotypes. Research also suggests adverse early life experiences are associated with changes in gene expression of multiple known candidate genes, genes involved in DNA transcription and translation, and genes necessary for brain circuitry development, with changes in gene expression reported in key brain structures implicated in the pathophysiology of psychiatric and substance use disorders. The finding of pleiotropy highlights the value of using the Research Domain Criteria (RDoC) framework in future studies of the genetics of stress-related psychiatric disorders, and not trying simply to link genes to multifaceted clinical syndromes, but to more limited phenotypes that map onto distinct neural circuits. Emerging work in the field of epigenetics also suggests that translational studies that integrate numerous unbiased genome-wide approaches will help to further unravel the genetics of stress-related psychiatric disorders.

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Neuroanatomy education: The impact on perceptions, attitudes, and knowledge of an intensive course on general practice residents

Arantes

Barbosa

Ferreira

2017

Anatomical Sciences Ed

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General practitioners are responsible for the management of an increasing number of patients with neurological illness, and thus a solid education in neurosciences is a necessary component of their training. This study examines the effects of an intensive clinical neuroanatomy course on twenty general practice residents' perceptions, attitudes, and knowledge. A knowledge test was completed by the participants and by a control group at four different time points. The participants were asked to answer a questionnaire about their reasons for signing up for the course and their attitudes and perceptions toward the course experience. Experimental and control groups demonstrated identical mean baseline test scores. The experimental group significantly increased its test scores (plus 49.0% correct answers, a mean improvement of 120%) relative to controls after the educational intervention. There were no differences among scores from the evaluated time points after the educational intervention in the experimental group. In the control group, there were likewise no significant differences between the four evaluated time points. Most participants indicated that they signed up for the course to update/acquire knowledge and skills in the field of neurosciences, and also because they had difficulty in diagnosing and managing patients with neurological diseases. Participants' attitudes and perceptions toward the course experience were very positive. Most of the participants (n = 17; 85%) rated the course as "extremely useful," and 3 (15%) rated it as "very useful." This study provides evidence demonstrating the potential positive effect of neurosciences education to general practice residents. Anat Sci Educ 10: 465-474. © 2017 American Association of Anatomists.

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Beyond the DSM: Development of a Transdiagnostic Psychiatric Neuroscience Course

Cited by 53 publications

References 15 publications

Teaching Clinical Neuroscience to Psychiatry Residents: Model Curricula

Teaching Clinical Neuroscience to Psychiatry Residents: Model Curricula

RDoC and translational perspectives on the genetics of trauma‐related psychiatric disorders

Neuroanatomy education: The impact on perceptions, attitudes, and knowledge of an intensive course on general practice residents

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