A Preliminary Italian Cross-Sectional Study on the Level of Digital Psychiatry Training, Knowledge, Beliefs and Experiences among Medical Students, Psychiatry Trainees and Professionals

Orsolini, Laura; Bellagamba, Silvia; Marchetti, V.; Menculini, Giulia; Valenta, S. Tempia; Salvi, Virginio; Volpe, Umberto

doi:10.3390/healthcare10020390

Cited by 6 publications

(3 citation statements)

References 42 publications

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“…Such training will likely be important to increase acceptance and satisfaction with telepsychiatry going forward. Previous studies have shown that appropriate training in different areas of telemedicine (such as "digital psychiatry") strongly influence providers' perceptions and attitudes regarding the usefulness and effectiveness of remote care (34)(35)(36). Indeed, we observed that all providers who felt they received sufficient initial training and on-going support were more than two times as likely to be satisfied with telepsychiatry.…”

Section: Discussionmentioning

confidence: 59%

Determinants of experience & satisfaction in telehealth psychiatry during the COVID-19 pandemic for patients & providers

Morreale,

Cohen,

Van Wert

et al. 2023

Front. Psychiatry

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IntroductionThe objective of this study was to characterize the experiences and overall satisfaction of patients and providers with the March 2020 transition to telehealth in a psychiatric setting (telepsychiatry). The study also investigated how socio-demographic and clinical characteristics impact an individual’s experiences and satisfaction with telepsychiatry.MethodsResponses were collected from 604 patients and 154 providers engaged in clinical care at one of three participating Johns Hopkins Medicine outpatient psychiatric clinics between January 2020–March 2021. Survey data were collected by self-report via Qualtrics or telephone follow-up.ResultsRespondents were predominately female and White. Over 70% of patients and providers were generally satisfied with telepsychiatry. However, providers were more likely to favor in-person care over telepsychiatry for post-pandemic care 48% to 17% respectively, while 35% rated both modalities equivalently. Patients were more evenly divided with 45% preferring telepsychiatry compared to 42% for in-person care, and only 13% rating them equivalently. Among providers, technical difficulties were significantly associated with both less satisfaction and lower preference for telepsychiatry [odds ratio for satisfaction (ORS) = 0.12; odds ratio for preference (ORP) = 0.13]. For patients, factors significantly associated with both lower satisfaction and lower preference for telepsychiatry included technical difficulties (ORS = 0.20; ORP = 0.41), unstable access to the internet (ORS = 0.46; ORP = 0.50), worsening depression (ORS = 0.38; ORP = 0.36), and worsening anxiety (ORS = 0.41; ORP = 0.40). Factors associated with greater satisfaction and higher preference for telepsychiatry among patients included higher education (ORS = 2.13; ORP = 1.96) and a decrease in technical difficulties over time (ORS = 2.86; ORP = 2.35).DiscussionPatients and providers were satisfied with telepsychiatry. However, there were greater differences between them in preferences for continuing to use telepsychiatry post-pandemic. These findings highlight factors that influence patient and provider preferences and should be addressed to optimize the use of telepsychiatry in the future.

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Section: Discussionmentioning

confidence: 59%

Determinants of experience & satisfaction in telehealth psychiatry during the COVID-19 pandemic for patients & providers

Morreale,

Cohen,

Van Wert

et al. 2023

Front. Psychiatry

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“…Furthermore, residents can attend several national and international meetings and are involved in variety research projects. In addition, inside the school network, there are also two high-fidelity simulation labs where is possible to implement technical and non-technical skills, has it happened for other disciplines [3,[18][19][20][21][22]. Thanks to all these resources, the school of Modena is accredited by MIUR and currently trains 147 residents, and it has played a strategic role, as reservoir of physicians with a degree of training in A-IC of UNIMORE during many stressful system events such as Emilia-Romagna region (Italy) earthquake in 2012, and during the Vasco Rossi Modena Park ® concert with about 220.000 participants and about 5000 staff members [7].…”

Section: Discussionmentioning

confidence: 99%

Description, Organization, and Individual Postgraduate Perspectives of One Italian School of Anesthesia and Intensive Care

Villani¹,

Lob

Prete

et al. 2022

IJERPH

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Introduction: The study aims to describe the organization of one accredited school of Anesthesia and Intensive Care of University of Modena and Reggio Emilia, Italy. The analysis of the post-graduation period aims to measure the time-to-first job, the perceived challenges, what postgraduate residents choose as first employ, and the overall satisfaction rating of a cohort of residents completing their training until 2017 with the usual and standard training program. Methods: We collected organization and administrative records of the five-year program of the A-IC School of 4 cohorts of residents who joined from 2009 to 2012 and we performed a survey. We also analyzed the differences among school cohorts during the medical training. In the end, it was investigated as a reason to choose hub hospitals or not. Results: The focus of the training activities revolved around the operating room with a mean of 30.41 ± 6.6 (sd), months followed by Intensive care with 17.29 ± 4.49 (sd) months. Although 7.5% of the respondents were not fully satisfied of the school’s program, 89.7% of residents rated their training as adequate. In fact, 97.2% respondents reported they could overcome the professional challenges they faced after graduation. The multiple variables logistic regression showed a correlation among working in hub hospitals and training performed in university hospitals with a p value of 0.015. Conclusion: This paper describes the postgraduation period. This point should be examined as an integral part of the accreditation procedure. Knowing the satisfaction rate, perception autonomy, and which type of hospitals are preferred can measure the education training capacity of a postgraduation school.

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“…Relatedly, an integrated training track in clinical informatics has been developed at a US psychiatry residency program, though it still does not address digital psychiatry or offer training across the residency program [ 19 ]. A recent survey among Italian learners including psychiatry trainees revealed that nearly 90% of respondents indicated a lack of discussion of digital psychiatry in their academic training, with the majority (54.4%) desiring training on the topic [ 20 ].…”

Section: Introductionmentioning

confidence: 99%

A Curriculum on Digital Psychiatry for a US-Based Psychiatry Residency Training Program: Pilot Implementation Study

Noori,

Khasnavis,

DeCroce-Movson

et al. 2024

JMIR Form Res

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Background Digital psychiatry, defined as the application of health technologies to the prevention, assessment, and treatment of mental health illnesses, is a growing field. Interest in the clinical use of these technologies continues to grow. However, psychiatric trainees receive limited or no formal education on the topic. Objective This study aims to pilot a curriculum on digital psychiatry for a US-based psychiatry residency training program and examine the change in learner confidence regarding appraisal and clinical recommendation of digital mental health apps. Methods Two 60-minute sessions were presented through a web-based platform to postgraduate year 2-4 residents training in psychiatry at a US-based adult psychiatry residency program. Learner confidence was assessed using pre- and postsession surveys. Results Matched pre- and postsession quizzes showed improved confidence in multiple domains aligning with the course objectives. This included the structured appraisal of digital mental health apps (P=.03), assessment of a patient’s digital health literacy (P=.01), formal recommendation of digital health tools (P=.03), and prescription of digital therapeutics to patients (P=.03). Though an improvement from baseline, mean ratings for confidence did not exceed “somewhat comfortable” on any of the above measures. Conclusions Our study shows the feasibility of implementing a digital psychiatry curriculum for residents in multiple levels of training. We also identified an opportunity to increase learner confidence in the appraisal and clinical use of digital mental health apps through the use of a formal curriculum.

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A Preliminary Italian Cross-Sectional Study on the Level of Digital Psychiatry Training, Knowledge, Beliefs and Experiences among Medical Students, Psychiatry Trainees and Professionals

Cited by 6 publications

References 42 publications

Determinants of experience & satisfaction in telehealth psychiatry during the COVID-19 pandemic for patients & providers

Determinants of experience & satisfaction in telehealth psychiatry during the COVID-19 pandemic for patients & providers

Description, Organization, and Individual Postgraduate Perspectives of One Italian School of Anesthesia and Intensive Care

A Curriculum on Digital Psychiatry for a US-Based Psychiatry Residency Training Program: Pilot Implementation Study

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