Pediatric medical psychology.

Paediatric medical psychology is a specialised field within clinical health psychology focussed on the behavioural, developmental, and psychological needs of children, adolescents, and families in healthcare contexts. Paediatric medical psychologists address a myriad of problems by employing evidence-based evaluations and interventions in order to support the well-being of paediatric patients and their families. In this paper, we provide an overview of paediatric medical psychology including the education and training required to be a paediatric psychologist followed by common problems addressed by paediatric psychology, the settings paediatric psychologists work in, and the services they provide. Discussion concludes with future application of integrating paediatric psychology throughout the continuum of care to optimise adjustment and health of paediatric patients.

Comparison of problem-based learning and traditional teaching methods in medical psychology education in China: A systematic review and meta-analysis.

BACKGROUND: PBL approach has been widely used in many Chinese universities over the past decade. However, the effects of PBL approach on medical psychology education in China are inconsistent. The purpose of this study was to ascertain whether the PBL approach was superior to the lecture-based teaching method in the context of the medical psychology curriculum in China. METHODS: A systematic review and meta-analysis was performed to confirm the effectiveness of PBL in Chinese medical psychology. Corresponding databases were searched for available studies, where data were extracted to calculated Hedges' g and its 95% confidence interval in total and subgroup analyses. Subgroup analyses were also carried out. RESULTS: Nine studies with 551 cases and 496 controls were identified. The total examination scores of students in the PBL approach group were significantly higher compared with students in the traditional lecture-based teaching group under the random effect model (Hedges' g = 1.510, 95%CI 0.792-2.227, p<0.001). Subgroup analyses based on major and school system exhibited similar results. CONCLUSIONS: Our study supported the notion that the PBL approach may be applicable to Chinese medical psychology education.

[Why Pharmacists Need Education in the Humanities: A Medical Professional Educator's Viewpoint].

Over the past few decades, pharmacists' work has changed from product-centered tasks to patient-centered care. In response to such social changes and needs, the pharmacy education course was also extended from 4 to 6 years, and the importance of the humanities in the curriculum (e.g., medical psychology, medical ethics, and communication) is now recognized. The Model Core Curriculum for Pharmacy Education, 2013 version, described 10 professional competencies for pharmacists (professionalism, patient-oriented attitude, communication skills, interprofessional team care, basic sciences, medication therapy management, community health and medical care, research, lifelong learning, and education and training) and stated that the humanities are a foundation of pharmaceutical education. However, a report by the Pharmaceutical Society of Japan (2014) expressed concern that clinical practice was not connected with knowledge of the humanities. It is educationally meaningful when pharmacists who studied the humanities can then offer the best medical care to patients. In order to utilize knowledge of the humanities in the clinical setting, educators need to provide opportunities for active learning. Furthermore, the humanities are useful to help pharmacists acquire meta-cognition.

Medical psychology services in dutch general hospitals: state of the art developments and recommendations for the future.

In this article an overview is presented of the emergence of medical psychology in the care of somatically ill patients. The situation in the Netherlands can be considered as prototypical. For 60 years, clinical psychologists have been working in general, teaching and academic hospitals. Nowadays, they are an integrated non-medical specialism working in the medical setting of hospitals in the Netherlands, and are a full-member of the medical board. This paper discusses several topics: the position of the general hospital in the health care system in the Netherlands, the emergence of medical psychology in Dutch hospitals, the role of the professional association of medical psychologists, and the characteristics of patients seen by clinical psychologists. Following the discussion about the situation of medical psychology in other countries, recommendations are formulated for the further development of medical psychology in the Netherlands as well as in other countries.

The rise and decline of character: humoral psychology in ancient and early modern medical theory.

Humoralism, the view that the human body is composed of a limited number of elementary fluids, is one of the most characteristic aspects of ancient medicine. The psychological dimension of humoral theory in the ancient world has thus far received a relatively small amount of scholarly attention. Medical psychology in the ancient world can only be correctly understood by relating it to psychological thought in other fields, such as ethics and rhetoric. The concept that ties these various domains together is character (êthos), which involves a view of human beings focused on clearly distinguishable psychological types that can be recognized on the basis of external signs. Psychological ideas based on humoral theory remained influential well into the early modern period. Yet, in 17th-century medicine and philosophy, humoral physiology and psychology started to lose ground to other theoretical perspectives on the mind and its relation to the body. This decline of humoralist medical psychology can be related to a broader reorientation of psychological thought in which the traditional concept of character lost its central position. Instead of the focus on types and stable character traits, a perspective emerged that was primarily concerned with individuality and transient passions.

A psicologia humanista de Carl Rogers na educação médica: Espaços e desafios / Carl Rogers' humanistic psychology in medical education: Spaces and challenges

A problematização dos lugares, papéis e sentidos da Psicologia nos cursos de Medicina é necessária para que as unidades curriculares ligadas a esse campo de conhecimento aportem à formação dos graduandos o desenvolvimento de saberes, habilidades e competências necessários para a o exercício da prática médica humanizada. Este trabalho discute a adoção da Psicologia Humanista de Carl Rogers como fundamento teórico de disciplinas ou módulos ligados à Psicologia na formação médica. Apresenta as bases dessa vertente e relaciona-as à discussão das metodologias de ensino e da relação professor-aluno no ensino médico. Conclui que a teoria analisada pode constituir orientação para a prática docente e as escolhas curriculares e metodológicas da formação médica, apesar dos limites de sua aplicação de forma generalizada nos cursos de graduação. Indica as atividades voltadas para a capacidade dos estudantes de identificar, expressar e refletir sobre seus próprios sentimentos em relação a diferentes situações vivenciadas durante a graduação em Medicina são as mais coerentes com a proposta da psicologia humanista de Carl Rogers.

The problematization of places, roles and meanings of psychology in medical courses is necessary so that the curricular units linked to this field of knowledge contribute to the development of learnings, skills and competences necessary for humanized medical practice. This essay presents the theoretical foundations of Carl Rogers' Humanistic Psychology and advocates its use in the training of future doctors in educational practices consistent with the proposal of Person-Centered Therapy. It concludes that this theory may constitute guidance for theaching practice and curricular choices, despite the limits of general application in medical courses. The activities focused on the student's hability to identifie, express and reflect on their own feelings are the most consistent whit the theoretical foundations of Carl Rogers' Humanistic Psychology.

The Effort and Reward of Teaching Medical Psychology in Germany: an Online Survey.

Background: The increasing significance of university teaching also leads to higher demands for academic teachers. Against this background this study inquires how teachers in the field of medical pychology experience and evaluate their various activities and how their efforts on the one hand and gratifications on the other hand relate to each other (as conceptualized by the effort-reward-imbalance, ERI). Methods: A cross-sectional online survey was conducted in 2012 among the academic staff of departments of medical psychology in Germany. The questionnaire was answered by 188 participants (return rate: 39.2%), of whom 62% were women. Work stress was measured according to Siegrist's effort-reward-imbalance (ERI) model. Further questions referred to the distribution of academic activities and meaningfulness. Results: Among all participants, 67.3% were satisfied with the portion of their workload devoted to teaching, while 63% wanted more time for research. The ERI-coefficient was on average M=0.76 (SD=0.45), thus indicating a shift towards reward. There were no associations with gender, age, or fixed-term work contracts. Meaningfulness was associated negatively with the ERI (r=-.21, p=.012), and positively with overcommitment (r=.52, p<.001) and the desire for less administrative tasks (r=.24, p=.017). Conclusions: Teaching medical psychology is evaluated as positive and meaningful by a majority of respondents. In general, the rewarding aspects seem to outweigh the stressful factors. Thus, teaching might be a protective factor with regard to coping with work related burden.

Cuidados paliativos na terminalidade: revisão integrativa no campo da psicologia hospitalar / Psychological assistance for end-of-life patients under palliative care in the hospital environment: an integrative review / Atención paliativa en terminalidad: revisión integrativa en el campo de la psicología hospitalaria

Objective: This study sought to analyze scientific publications on the psychologists' role in providing assistance for terminal patients under PC. Methods: This integrative review was carried out from June to August 2019 by searching online databases. The following Descritores da Ciência da Saúde (DeCS) [Health Science Descriptors] were used: Psychology, terminal patient, palliative care, terminal care, and review. These descriptors were combined using the Boolean operator "AND" with the purpose of refining search results. Results: The analysis of 15 publications allowed the emergence of two categories: "Forms of psychological interventions targeting patients and their relatives from the perspective of terminality and "Benefits of the psychologist's action for the end-of-life patient under PC". Conclusion: The number of studies on the subject was scarce, which justifies the need for further research to extend the knowledge about psychological assistance for end-of-life patients under palliative care

Objetivo: Analisar artigos publicados acerca da atuação do psicólogo voltada ao paciente terminal em cuidados paliativos. Métodos: revisão integrativa com coleta de dados, feita entre junho e agosto de 2019, em bibliotecas digitais e bases de dados. Foram utilizados os descritores (DeCS): Psicologia, Doente Terminal, Cuidados Paliativos, Assistência Terminal e Revisão, associados pelo operador "AND" com a finalidade de refinar os artigos para responder ao objetivo do estudo. Resultados: mediante análise de 15 publicações criaram-se duas categorias: formas de intervenção psicológica, direcionada ao paciente e à família, frente à terminalidade, e benefícios da atuação do psicólogo para o paciente em fim de vida no contexto dos cuidados paliativos. Conclusão: foi verificada a escassez de estudos sobre a temática, o que justifica a necessidade de novas pesquisas, que ampliem os conhecimentos acerca do atendimento psicológico aos pacientes em cuidados paliativos na terminalidade

Objetivo: Analizar artículos publicados sobre el conocimiento producido sobre el papel del psicólogo del paciente terminal en cuidados paliativos. Métodos: revisión integral con recolección de datos, realizada entre junio y agosto de 2019, en bibliotecas digitales y bases de datos. Se utilizaron los descriptores (DeCS): Psicología, Enfermedad terminal, Cuidados paliativos, Cuidado Terminal y Revisión, asociados por el operador "Y" con el fin de refinar los artículos para cumplir con el objetivo del estudio. Resultados: mediante el análisis de 15 publicaciones se crearon dos categorías: formas de intervención psicológica, dirigidas al paciente y la familia, frente a la terminalidad, y los beneficios del desempeño del psicólogo para el paciente al final de la vida en el contexto de los cuidados paliativos. Conclusión: se verificó la escasez de estudios sobre el tema, lo que justifica la necesidad de realizar más investigaciones para ampliar el conocimiento sobre la atención psicológica a los pacientes con cuidados paliativos con enfermedades terminales

Difficulties in the integration of psychological and medical practices.

The authors, who support in principle the important goal of integrated psychological and physical care, discuss five sources of difficulty in the practical application of such integration: 1) differences in values and, consequently, in systems of practice, 2) training influences, 3) differences in dealing with emotions, 4) conflicting patient expectations, and 5) limitations on the degree of intimacy tolerable in professional relationships. They suggest that practitioners and educators take these difficulties into account without abandoning a holistic perspective.

The progress and prospects of health psychology: tasks of a maturing discipline.

Substantial research advances and professional articulation have brought the field of health psychology to a certain level of maturity. From a research standpoint, we are ready to meet the challenge of the biopsychosocial model. Professionally, the field must continue to demonstrate treatment effectiveness and cost-effectiveness, integrate basic science with applications, consider how best to market health psychology research, develop criteria for intervention, and agree on training standards for researchers and professionals in the field. Current trends toward complex, multidisciplinary programs of research, and lengthy training programs may, however, conspire to drive away talented young investigators. The field can anticipate and potentially solve some of these problems by drawing on the cooperative scientific vision that has characterized our field to date.

Survey of pediatric hospitals' preparation programs: evidence of the impact of health psychology research.

A survey of all 123 nonchronic-care pediatric hospitals in the United States revealed that 75% of hospitals responding had greatly increased the use of effective medical procedure preparation technologies, such as filmed modeling and coping skills instruction, in comparison to the last survey. Respondent characteristics such as position (e.g., nurse, child life worker, physician), degree (e.g., RN, MA, PhD), and length of time in the position failed to predict the type of techniques selected, but higher respondent knowledge and more psychological sources of preparation information did predict the use of preparation techniques used for drawing blood that experts rated as more effective. Challenges for more effective dissemination of research in the future are considered, as is the need for increased study of research-implementation links.

Medical students' first-person narratives of a patients story of AIDS.

Fourth year U.S. medical students' first-person narratives of a patient's experience of AIDS are analyzed using a conceptual framework that builds on the interactive model of narrative critique. Relational and affective convergence and, conversely, relational and affective dissonance, reveal imaginative reconstructions of emotional and interactional themes depicted in the patient's original story. Attention is focused on representations of isolation, contamination, shame and fear. Elements of indeterminacy and openness in the patient's description of his experience with AIDS provided students with opportunities to create an imagined response to HIV infection in their own narratives. The narratives describe social interaction that is tainted and constrained by the presence of infection and its associated stigma. The emotional content of the student narratives portrays an affective landscape that resonates. elaborates and, in some cases, distorts the feelings expressed in the patient's story. The narratives call attention to the way in which individual meanings are externalized, objectified and projected onto a socially and morally salient 'other'. Using the first-person narrative approach in the seminar on AIDS proved to be an effective method of sensitizing students to the experience of living with HIV infection. The challenge for medical educators lies in creating opportunities for students to develop increased empathy toward individuals with AIDS.

Cinemeducation: an innovative approach to teaching psychosocial medical care.

This article discusses the use of clips of popular movies on videotape to educate family practice residents in the psychosocial aspects of medical care. Video clips anchor residents' insights about patients from clinical practice and illustrate family life cycle issues and Diagnostic and Statistical Manual of Mental Disorders-Revised diagnoses. Movies capture learners' attention, expose residents to diverse life-styles, engage the humanistic side of physicians, and imprint powerful pictorial images in memory. Teaching with film clips is time efficient and provides emotionally engaging experiences for faculty and residents. Selected films are reviewed for suitable clips and then incorporated into 1-hour teaching conferences. Successful "cinemeducation" requires appropriate films on videocassette, a VCR with a real-time counter, a television screen in clear view of all class members, audio speakers with sufficient volume to hear dialogue without distortion, and a willingness to be open to the emotional impact of movies. A detailed list identifies movie scenes that can be readily incorporated into the psychosocial teaching program of any medical education curriculum.

[The importance of medical psychology in the initial years of study (physician-patient relationship and clinical training)]. / De l'intérêt de la psychologie médicale dès les premières années d'étude (relation médecin-malade et formation à la clinique).

The teaching of medical psychology as early as the first years of the training of the students in the medical school seems to us something essential. We think this teaching would have to be early be conducted in little group and integrate the fact of the hospital first experiences they have to undergo. That several elements will be studied now in this communication.

[The teaching of medical psychology]. / La enseñanza de la psicología médica.

The teaching of the psychological aspects of medical practice are confronted with three great difficulties: 1) Not to turn into an introduction of the teaching of psychiatry, without leaving aside the importance of psychiatric pathology in the general medical practice. 2) To provide medical-psychological scientific knowledge to be applied to everyday medical practice. 3) To base the teaching on scientific foundations of neuroscience and of psychological and social sciences. These aspects are considered in several consensus documents (World Psychiatric Association, International Federation of Societies for Medical Education, Spanish Society for Psychiatry, etc.) which have served as guide for the writing of this new text on medical psychology.

Experiencias del tratamiento metodológico interdisciplinar al tema Historia Psicosocial en la Facultad de Ciencias Médicas Guantánamo / Experiences of the interdisciplinary methodological treatment to the subject Psychosocial History in the Faculty of Medical Sciences Guantánamo

Se realizó una investigación de corte pedagógico, resultado del trabajo metodológico realizado por los docentes de la Disciplina Psicología Médica II para perfeccionar la preparación metodológica del claustro docente en el tratamiento al contenido Historia Psicosocial. Se aprovechó el sistema de contenidos básicos de Psicología Médica II vinculados con la asignatura Propedéutica médica y semiología clínica. Los principales resultados se encuentran en la falta de correspondencia entre el modelo de Historia Psicosocial que se imparte en la asignatura Psicología Médica II con el que reciben los estudiantes en la asignatura Propedéutica, la desactualización de la bibliografía. El sistema de clases metodológicas desarrolladas dio respuesta al problema conceptual metodológico, se actualizaron los contenidos del tema Historia Psicosocial, se reelaboró la guía de la Clase Práctica y modificó la dinámica de la clase, con lo que se logró el incremento de la satisfacción de los profesores y estudiantes(AU)

A pedagogical research, as result of the methodological work carried out by the educational staff of Discipline Medical Psychology II to perfect the methodological preparation of the educational staff in the treatment to the contained Psychosocial History was carried out. It took advantage of the system of basic contents of Medical Psychology II linked with the subject medical Propedeutics and clinical semiology. The main results find in the fault of correspondence between the model of Psychosocial History that gives in the subject Medical Psychology II with which receive the students in the subject Propedeutics, the out-of-date of the bibliography. The system of methodological classes developed gave answer to the methodological conceptual problem, updated the contents of the subject Psychosocial History, rebuilded the guide of the Practical Class and modified the dynamics of the class, with what attained the increase of the satisfaction of the professors and students(AU)