Simulation-based teaching of psychiatric interviewing to residents: A comparison of peer-to-peer and teacher role-play on confidence in clinical skills.

OBJECTIVE: To compare the effects of two simulation-based teaching programs of psychiatric interviewing using two role-play modalities on first-year psychiatry residents' confidence in their psychiatric clinical skills. METHODS: The teaching program consisted of seven 2-hour sessions per month led by two psychiatrists and academic teachers. In the peer-to-peer role-play group, students played either the patient's or doctor's role, and case scenarios were proposed by the students; in the teacher role-play group, a teacher played the patient' role and case scenarios were written by teachers. Simulation debriefing was teacher-guided in both groups. Confidence was measured with the Confidence in Psychiatric Clinical Skills Questionnaire (CPCQ) before and after the teaching program. RESULTS: Both strategies induced a significant improvement in the CPCQ total score. However, the peer-to-peer role-play program induced a significantly larger improvement in the CPCQ total score. DISCUSSION: Compared to teacher role-play, peer-to-peer role-play may enable a better comprehension of the patient perspective, reduce performance anxiety during the simulated scenario, and provide a partly improvised scenario that is more transferable to real-life clinical experiences. CONCLUSION: Teaching psychiatric interviewing using the peer-to-peer role-play approach enables greater improvement in confidence in clinical skills than teacher role-play.

A systematic review of pharmacotherapy for attention-deficit/hyperactivity disorder in children and adolescents with bipolar disorders.

INTRODUCTION: The data suggests that in children and adolescents, bipolar disorder (BD) and attention deficit hyperactivity disorder (ADHD) may be strongly correlated. Even though drugs for ADHD and BD are largely accepted, there is relatively little research on the management of comorbidity in children and adolescents, particularly in terms of safety. We provide a synthesis of these findings because one hasn't been made yet. AREAS COVERED: As a primary outcome, we wanted to determine whether stimulant or non-stimulant treatment of children and adolescents with ADHD and comorbid BD was effective. As a secondary outcome, we wanted to determine tolerability, especially the risk of mood switch. EXPERT OPINION: The findings of this systematic review suggest that methylphenidate, when used with a mood stabilizer, may be safe and not significantly increase the risk of a manic switch or psychotic symptoms when used to treat ADHD that co-occurs with a BD. In situations where stimulants are ineffective or have low tolerance, atomoxetine also seems to be a good alternative, and also in cases of co-morbid anxiety, oppositional defiant disorder, conduct disorders, ICT disorders, and substance use disorders. Additional research with a higher level of evidence is necessary to corroborate these preliminary findings.

175 Years of Bilirubin Testing: Ready for Point-of-Care?

Bilirubin was first detected in blood in 1847 and since then has become one of the most widely used biomarkers for liver disease. Clinical routine bilirubin testing is performed at the hospital laboratory, and the gold standard colorimetric test is prone to interferences. The absence of a bedside test for bilirubin delays critical clinical decisions for patients with liver disease. This clinical care gap has motivated the development of a new generation of bioengineered point-of-care bilirubin assays. In this Perspective, recently developed bilirubin assays are critically discussed, and their translational potential evaluated.