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Objective: The authors examine the association between the selection factors used in a psychiatric residency program and subsequent clinical and academic performance among international medical graduate (IMG) candidates. Methods: The authors completed a retrospective review of application files and residency evaluations of 50 IMG residents who completed the 4-year psychiatry training in a university-affiliated program from July 1994 through June 2004. Results: United States Medical Licensing Examination (USMLE) Step 1 and personal interview appear associated with residents' performance determined by the program director's ranking. Standardized examinations before (USMLE Step 1 and 2) and during the residency (PRITE) were significantly correlated (USMLE 1, r = 0.37; USMLE 2, r = 0.40, p less than 0.003). Personal interview scores and psychotherapy treatment session evaluations were also significantly associated (r = 0.38, p less than 0.003). Conclusion: Further research is necessary to determine predictive factors related to psychiatric residents' performance, especially among IMGs. Adjusting current selection criteria may result in better outcomes for training programs and future psychiatrists.

In a cross-sectional study, we examined demographic factors and acculturation level with somatization among chronically mentally ill groups of immigrants (Russians and Latinos). Ninety Russian and 90 Latino patients attending a university affiliated Day Treatment. Program were assessed on somatoform symptoms and acculturation by the 12-item somatization subscale of the SCL-90-R and by a 12- items short acculturation scale, respectively. Higher somatization was significantly associated to women, Russian ethnicity, high school or above level of education, shorter length of residence in the U.S., and lower acculturation. Interaction by ethnic group snowed that somatization was influenced by the length of residence in the U.S. among Russians but not among Hispanics. In a multivariate model, higher somatization corresponds to female, Russian, and shorter residence in the U.S. (only among Russians). Length of stay in the host country rather than the level of acculturation influence the frequency of somatic complaints, modified by ethnicity. [ABSTRACT FROM AUTHOR]

Background: Most psychiatric programs provide lectures on basic principles of psychopharmacology. Yet, this traditional approach has been criticized due to excessive information and passive transfer of expert knowledge. An alternative teaching method is the use of ''academic games.'' Aims: To investigate medical students'' acquisition of knowledge on psychopharmacology, and their perception of a game playing approach compared to traditional lectures. Methods: Two senior residents designed, implemented, and executed a randomized pretest--posttest study to teach psychopharmacology, using an academic game and a lecture format, to third-year medical students during a 6-week Psychiatry clerkship. Both didactic interventions were delivered concurrently for five consecutive weeks covering five psychopharmacology modules: antidepressants I (selective serotonin reuptake inhibitors and atypical antidepressants), antidepressants II (monoamine oxidase inhibitors and tricyclic antidepressants), mood stabilizers, antipsychotics, and anti-anxiety agents/sedatives/hypnotics. The game follows similar rules of the famous TV show, ''Jeopardy'' using a power point grid and a multiple choice question format. Results: Forty-three medical students participated (29 assigned to the game approach, 14 to the traditional lecture approach). None of the demographic variables (age, gender, years after graduation, Graduate Point Averages, and United States Medical Licensing Examination 1) were significantly associated with the pre/posttest score difference between groups. Both groups improved their knowledge on psychotropic drugs [(game group t == 10.86, p < 0.001); control t == 4.82, p < 0.001)] throughout the 6-week Psychiatry rotation. Students in the game group had a better perception of this educational method as measured by perceived enjoyment, increased knowledge of psychopharmacology, and stimulating interest in the subject compared to those in the lecture group ( p < 0.05). Conclusions: Teaching psychopharmacology in medical students by using academic games can make the learning experience more enjoyable and motivating; however, future studies with higher quality methodology and design are needed to determine the role of educational games in acquiring new psychopharmacological knowledge. [ABSTRACT FROM AUTHOR]

Objective: In posttraumatic stress disorder (PTSD), the assumption of the equipotentiality of traumas ignores potentially unique contexts and consequences of different traumas. Accordingly, Stein et al. (2012) developed a reliable typing scheme in which assessors categorized descriptions of traumatic events into six "types": life threat to self (LTS), life threat to other, aftermath of violence (AV), traumatic loss, moral injury by self (MIS), and moral injury by other (MIO). We extended this research by validating the typing scheme using participant endorsements of type , rather than assesor-based types. We examined the concordance of participant and assesor types, frequency, and validity of participant-based trauma types by examining associations with baseline mental and behavioral health problems., Method: Interviewers enrolled military personnel and veterans ( N = 1,443) in clinical trials of PTSD and helped them select the most currently distressing Criterion-A trauma. Participants and, archivally, assessors typed the distressing aspect(s) of this experience., Results: AV was the most frequently participant-endorsed type, but LTS was the most frequently rated worst part of an event. Although participants endorsed MIS and MIO the least frequently, these were associated with worse mental and behavioral health problems. The agreement between participants and assessors regarding the worst part of the event was poor., Conclusion: Because of discrepancies between participant and assessor typologies, clinical researchers should use participants' ratings, and these should trump assessor judgment. Differences in pretreatment behavioral and mental health problems across some participant-endorsed trauma types partially support the validity of the participant ratings. (PsycInfo Database Record (c) 2024 APA, all rights reserved).