BackgroundPrimary care physicians (PCPs) provide ~50 % of all mental health services in the U.S. Given the widening gap between patient mental health needs and resources available to meet those needs, there is an increasing demand for family medicine and psychiatry trainees to master competencies in both behavioral medicine and primary care counseling during residency-if for no other reason than to accommodate the realities of medical practice given the oft present gap between the need for psychiatric services and the availability, quality, and/or affordability of specialized psychiatric care. To begin to address this gap, a skills-based, interactive curriculum based on motivational interviewing (MI) as a teaching method is presented.MethodsThe curriculum described in this paper is a four-week block rotation taught in the second year of residency. Motivational interviewing (MI) is used as a teaching approach toward the goal of clinical behavior change. Residents’ strengths, personal choice and autonomy are emphasized. Each week of the rotation, there is a clinical topic and a set of specific skills for mastery. Residents are offered a “menu” of skills, role modeling, role/real play, practice with standardized patients (SP), and direct supervision in clinic.ResultsThirty-nine residents have completed the curriculum. Based on residents’ subjective reporting using pre-post scales (i.e., importance and confidence), all participants to date have reported substantial increases in confidence/self-efficacy using primary care counseling skills in their continuity clinic.ConclusionsThis paper presents an innovative, empirically based model for teaching the essential skills necessary for physicians providing care for patients with mental/emotional health needs as well as health-behavior change concerns. Implications for training in the broader context, particularly as it relates to multi-disciplinary and collaborative models of teaching/training are discussed.

AbstrakDalam rangka menurunkan angka kematian ibu dan angka kematian bayi untuk pencapaian Millennium Development Goals, ditetapkan kebijakan bahwa setiap ibu yang melahirkan, biaya persalinannya ditanggung oleh pemerintah melalui Program Jampersal, namun dalam pelaksanaannya masih ditemukan ketidakpuasan pasien terhadap pelayanan kebidanan. Penelitian ini bertujuan untuk menganalisis pengaruh dimensi mutu pelayanan kebidanan terhadap kepuasan pasien program Jampersal meliputi keandalan bidan, ketanggapan bidan, jaminan bidan, empati dan bukti langsung. Penelitian ini dilakukan di RSUD Rokan Hulu dengan populasi semua pengguna Jampersal yaitu sebanyak 92 orang dan pada penelitian ini seluruh populasi dijadikan sampel. Penelitian ini menggunakan desain potong lintang. Pengumpulan data dilakukan dengan data primer dan data sekunder. Dilakukan analisis data yaitu analisis univariat, analisis bivariat (kai kuadrat) dan analisis multivariat (regresi logistik ganda). Proporsi pasien program Jampersal yang memiliki kepuasan terhadap mutu pelayanan kebidanan sebanyak 67 orang (72,8%) dari 92 sampel. Variabel independen dengan hubungan yang signifikan dengan kepuasan pasien program Jampersal adalah variabel bukti langsung dengan nilai p < 0,05 (0,003). Kata kunci: Dimensi mutu, jampersal, kepuasan pasien AbstractIn order to reduce maternal mortality rate and infant mortality rate, in achieving the Millennium Development Goals set policy, that every mother who gave birth, her labor costs borne by the government through assurance of delivery program, but in practice still found dissatisfaction of patients to obstetric care. This study aimed to analyze the influence of the quality dimensions of midwifery care on patient satisfaction assurance of delivery program include reliability midwife, responsiveness midwife, assurance midwife, and direct tangible. This study was conducted in Rokan Hulu District General Hospital with a population assurance of delivery all users and as Dimensi Mutu Pelayanan Kebidanan terhadap Kepuasan Pasien Program JampersalQuality Dimensions of Midwifery Care on Patient Satisfaction Jampersal (Delivery Assurance) Program Herlina Susmaneli, Ani Triana many as 92 people on the entire study population sampled. This study used a cross sectional design. The data was collected primary data and secondary data. Data analysis is performed univariate, bivariate analysis (chisquare) and multivariate analysis (Multiple Logistic Regression). The proportion of patients who had an assurance of delivery program satisfaction with the quality of obstetric care by 72.8%. Independent variables with significant association with patient satisfaction assurance of delivery is a concrete manifestation of variables with p value < 0.05 (0.003).

The purpose of this research is to describe whether 1) Teachers have never participated in RPP preparation training so they only copy and paste with their friends, even though often the copied and pasted RPP is not relevant to the situation and conditions in their school so that the existing RPP cannot be used as a reference in the learning process . 2). Teachers have attended training, but have not been able to implement it in schools. Research has been carried out at MIN 3 FLAT LAND for the 2019-2020 academic year. This research was carried out on 12, 19, 26 September 2019. This School Action Research was carried out in 2 cycles. Each cycle 1 includes 2 meetings, while cycle 2 is 1 meeting. The data used in this study is qualitative data. Qualitative data is taken from observations, questions and answers, questionnaires, and product results. The data has been analyzed using the Constant Comparative Method. The findings from research on the preparation of learning implementation plans through the academic supervision of school principals can be concluded that:In the component for the formulation of learning objectives indicators, there was an increase from 40% in the initial ability to 60% in cycle 1 and increased to 70% at the end of the activity.In the Components of Determining materials and learning materials, there is an increase in ability from 65% to 70% after cycle 1 and further strengthened to 80%. In the Component Selection of Learning Strategies and Methods, which includes learning steps and determining the allocation of time used, there is a significant increase from the initial 40% to 60% in cycle 1 and increases again to 75% after cycle 2. Although there is no visible increase that is quite sharp, in the component of selecting media and learning tools there is also an increase from 60% at the beginning of the activity and after cycle 1, to 80% after cycle 2. We can also see a significant increase in the planning evaluation component of learning . From the initial 40% at the beginning of the activity, it became 60% at the end of cycle 1 and managed to reach 70% at the end of cycle 2. Looking at the data obtained from research results in this school action research activity, it can be concluded that the academic supervision carried out by the principal of the school The 5 teachers who did not have a teacher education background managed to improve their pedagogical competence in preparing lesson plans.

Motivational Interviewing (MI) is an evidence-based approach to facilitating behavior change. This approach has been applied in multiple settings (e.g., healthcare, drug and alcohol treatment, psychotherapy, health and wellness coaching, etc.). This article applies MI in a pedagogical context with medical residents as a semi-directive, learner-centered teaching style for eliciting clinical behavior change. Herein we present the foundational theories that inform this approach, describe the process of teaching, address barriers and challenges, and conclude with a review of performance to date including residents' narrative accounts of their experience with the curriculum.

Susto is considered a “culture‐bound” syndrome, a condition that has limited meaning outside of specific cultural contexts. It is, however, widely recognized and prevalent among many Latino groups in North and Central America and is now included in the DSM because of its prevalence. Susto is translated literally as “fright” or “fright sickness” and is sometimes called espanto (fear) or soul loss. It is thought to be caused by a traumatic experience (hence the name) and affected individuals experience a variety of symptoms, including severe anxiety, difficulty sleeping, and a loss of interest in life. Susto appears to be a cultural expression for distress and is linked to emotional stress and depressive symptoms.