Teaching to Our Time: a Survey Study of Current Opinions and Didactics About Climate Mental Health Training in US Psychiatry Residency and Fellowship Programs.
Teaching to Our Time: a Survey Study of Current Opinions and Didactics About Climate Mental Health Training in US Psychiatry Residency and Fellowship Programs.
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向我们的时代教学：对美国精神病学住院医师和奖学金计划中气候心理健康培训的当前观点和教学法的调查研究。
DOI：
10.1007/s40596-022-01680-7
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Lewis,Janet
中科院分区：
文献类型：
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作者：
Wortzel,JoshuaR;Haase,Elizabeth;Mark,Beth;Stashevsky,Alec;Lewis,Janet
致编辑：全球变暖是一种突发公共卫生事件，对心理健康构成重大威胁[1]。关于气候变化对健康影响的研究生医学教育的需求得到了研究生医学教育认证委员会等组织的越来越多的支持[2]，但目前尚不清楚精神病学培训中关于全球变暖对心理健康影响的内容。因此，我们设计了一个在线模块来评估美国精神病学学员目前对气候变化对心理健康影响的了解，确定该主题的感知重要性，并测试观看有关气候心理健康的简短教育视频是否改变了这种看法。此外，我们还就气候心理健康教育如何融入现有教学法征求了反馈意见。我们假设很少有精神病学项目提供有关该主题的培训，并且通过视频曝光增加知识将与该领域教学和学习的重要性增加相关。精神病学住院医师、研究员和培训主任是通过向美国精神病学住院医师培训主任协会 Listserv 以及精神病学促进小组和气候精神病学联盟的成员发送电子邮件招募的。接受者被要求将此信息转发给其专业网络中的精神病学培训主管和学员。分析中仅包括精神病学住院医师、研究员或项目主管的个人。该模块包括人口统计数据、关于气候心理健康的当前课程的四个问题的预调查以及使用 6 点李克特量表（“一点也不重要”到“重要”）对主题的感知重要性、一个六分钟的视频，通过临床小插图总结气候对心理健康的影响[3]，以及一个九个问题的后调查，用于评估观看该视频后的感知重要性、参与者认为应该如何将其纳入教学法中，以及可选的自由文本回复。这项研究得到了罗切斯特大学研究主题审查委员会的审查和批准。参与者没有获得参与奖励。使用 Wilcoxon 签名等级测试来评估该主题的感知重要性的变化。所有自由文本回复均使用主题定性分析进行编码。该模块被访问 105 次：87 名参与者完成了预调查，82 名参与者符合纳入标准。其中，73 人完成了事后调查（11% 流失）。参与者代表了 47 家美国医疗机构的 60 个独特的培训项目，其中各个年龄段的男性和女性比例大致相等。 60 个培训项目中只有 8 个（13.3%）提供了气候心理健康方面的教学。其中，一半报告了有关该主题的独立教学法，一半将这些材料纳入有关健康的社会决定因素的教学法中。在观看教育视频之前，48.8%（40/82）的参与者认为有关该主题的教学非常重要到必不可少，37.1%（32/82）将其评为中立到有些重要，其余的 12.2%（10/82）表示感觉它们几乎不重要或不重要。自由文本回复中最常见的主题是，参与者认为他们对气候对心理健康的影响了解不够，无法对其重要性形成强烈的看法。其他人报告说，很少有患者有与气候相关的担忧，或者认为这种材料不是
To the Editor: Global warming is a public health emergency that poses significant threats to mental health [1]. The need for graduate medical education about the effects of climate change on health has increasing support from organizations like the Accreditation Council for Graduate Medical Education [2], but it is unclear what is currently taught in psychiatry training about the mental health impacts of global warming. We therefore designed an online module to assess what US psychiatry trainees currently learn about the impacts of climate change on mental health, determine the perceived importance of this topic, and test whether exposure to a brief educational video about climate mental health altered this perception. In addition, we solicited feedback about where climate mental health education could fit into existing didactics. We hypothesized that few psychiatry programs offer training on this topic and that increasing knowledge through video exposure would correlate to increased perceived importance of teaching and learning about this area. Psychiatry residents, fellows, and training directors were recruited through an email to the American Association of Directors of Psychiatric Residency Training Listserv and the membership of the Group for the Advancement of Psychiatry and the Climate Psychiatry Alliance. Recipients were asked to forward this information to psychiatry training directors and trainees in their professional networks. Only individuals who identified as psychiatry residents, fellows, or program directors were included in the analysis. The module included demographics, a four-question presurvey on current curricula offered on climate mental health and the perceived importance of the topic using a 6-point Likert scale (“Not at all important” to “Essential”), a sixminute video summarizing the effects of climate on mental health as illustrated through clinical vignettes [3], and a nine-question post-survey to assess the perceived importance after watching this video, how participants felt it should be included in didactics, and optional free-text responses. This study was reviewed and approved by the Research Subjects Review Board at the University of Rochester. Participants did not receive incentives for participating. A Wilcoxon signed rank test was used to assess for changes in perceived importance of this topic. All free-text responses were coded using thematic qualitative analysis.The module was accessed 105 times: 87 participants completed the pre-survey and 82 met inclusion criteria. Of these, 73 completed the post-survey (11% attrition). The participants represented 60 unique training programs at 47 US medical institutions, included roughly equal proportions of men and women spanning the age spectrum. Only 8 of the 60 training programs (13.3%) offered didactics on climate mental health. Of these, half reported stand-alone didactics on this topic and half integrate this material into didactics on social determinants of health. Prior to watching the educational video, 48.8%(40/82) of participants thought that didactics on this topic were very important to essential, 37.1%(32/82) rated them as neutral to somewhat important, and the remaining 12.2%(10/82) reported feeling that they had little to no importance. The most common theme identified in the free-text responses was that participants felt they did not know enough about the effects of climate on mental health to have a strong opinion about its importance. Others reported having few patients with climate-related concerns or felt this material is not