Innovative Educational Initiatives to Train Psychodynamic Psychiatrists in Underserved Areas of the World

Alfonso, César A.; Michael, Marco Christian; Elvira, Sylvia Detri; Zakaria, Hazli; Kalayasiri, Rasmon; Adlan, Aida Syarinaz Ahmad; Moinalghorabaei, Mahdieh; Lukman, Petrin Redayani; San’ati, Mohammad; Duchoňová, Kateřina; Sullivan, Timothy B.

doi:10.1016/j.psc.2018.01.010

Cited by 10 publications

(6 citation statements)

References 24 publications

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“…In addition, benefit of the synchronous online education from world‐class institutions given to the institutions in developing countries as shown in other specialties (Gonzales‐Zamora, Alave, De Lima‐Corvino, & Fernandez, 2020; Kiwanuka et al, 2015; Tomlinson et al, 2013) could be used and promoted at the time of pandemic and later on. In fact, such method has been observed in psychiatric education organized by the Section on Psychotherapy of the World Psychiatric Association before the time of the pandemic and has been proven to be a useful method for training in remote and underserved areas (Alfonso, Michael, et al, 2018; Alfonso, Sutanto, et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…The new design of training and clinical practice was needed to help trainees accomplishing the essential core of the science and clinical practice with competency, satisfaction, and especially with safety just in time of the beginning of COVID‐19 pandemic. Such difficulties were more pronounced in developing countries including countries in the Asia Pacific region, as shown in the Philippines (Leochico, Espiritu, Ignacio, & Mojica, 2020), although some tele‐education in psychiatry and psychotherapy was observed with satisfaction in Indonesia, Malaysia, and Thailand before the time of the outbreak (Alfonso, Michael, et al, 2018; Alfonso, Sutanto, et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Training of psychiatry and mental health in a low‐ and middle‐income country: Experience from Thailand before and after COVID‐19 outbreak

Kalayasiri

Wainipitapong

2021

Asia-Pacific Psychiatry

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Since the start of COVID-19 pandemic in March 2020, training of psychiatry and mental health has been impacted considerably. We illustrated the change of academic and clinical psychiatric residency training procedure at Chulalongkorn University in Bangkok, Thailand, a developing country situated in South East Asia which is categorized in the low and middle income category of countries. The training setting has set up a task force responsible to set various strategies in response to the COVID-19 measure of social and physical distancing to maintain standard of care for psychiatric patients and educational experience for psychiatric residents. The strategies include online education, service team separation, and avoidance of contact between teams, reduction of non-urgent clinical activities, and the use of telemedicine for psychiatric patients. Despite exposure to the difficulties of training during the pandemic, all senior residents were qualified and licensed at the national examination. Residents reported that pandemic did affect the academic activities and services and also the quality of living and satisfaction. Academic issues, including the inconvenience of studying online, were the most concerned problems among psychiatric residents at the time of pandemic.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Training of psychiatry and mental health in a low‐ and middle‐income country: Experience from Thailand before and after COVID‐19 outbreak

Kalayasiri

Wainipitapong

2021

Asia-Pacific Psychiatry

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“…The large conference halls were filled, in a standing room only auditorium, and at breakout sessions people sat on steps and the floor. The organizers of the conference were two women psychiatrists who were members of the Faculty at the Tehran University Medical Sciences (TUMS), where psychiatry residents and fellows are required to participate in an extensive psychodynamic psychotherapy training program (Alfonso et al., 2018). Because recent sanction relief has helped Iran to come out of isolation, Iranian psychotherapists and psychiatrists have been participating in international conferences.…”

Section: History Repeats Itselfmentioning

confidence: 99%

The Iran nuclear deal: A Bionian commentary

Alisobhani

2022

Appl Psychoanal Studies

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The threat of a nuclear war became more evident when President Trump walked away from the Joint Comprehensive Plan of Action—the Iran nuclear deal. The agreement, reached between Iran and the P5+1 (The United States, Britain, China, France, Russia, and Germany) in 2015, was the most important nonproliferation agreement in decades. In this paper, the author provides a detailed history of the relationship between Iran and the United States starting with the Central Intelligence Agency's covert Operation Ajax in 1953 that led to the overthrow of Dr. Mohammad Mossadegh, the democratically elected prime minister of Iran. The impact of the United States' role in the Iran–Iraq war as well as President Bush's declaration of Iran as a part of the “Axis of Evil” will be discussed in the context of the present situation. The challenges facing the Biden administration in negotiating with Iran will be explored, given the past and current chasm between Iran and the United States. The author draws on Wilfred Bion's model of the mind and offers a perspective on the unconscious group dynamics present in the current geopolitical climate around the threat of the impasse, or possible collapse of the negotiations, in reviving the nuclear deal between Iran and the United States. The paradoxes and dilemmas faced by both parties will be examined through the vertex of Bion's concept of the container/contained, and the significance of the “function of linking” as the foundation of psychic existence.

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“…Most programmes included a variety of approaches, which were determined by variables such as the programme length, what was being taught, the learner group, and the delivery location. For example, an 18-month psychiatry Fellowship (Alfonso et al 2018) included a mixture of in-person delivery to teach theoretical knowledge and clinical skills, which was followed by clinical placements. Distance support was used to follow-up the initial in-person delivery and the educational approaches used were chosen to suit the learning activities.…”

Section: Details Of the Intervention Or Educational Programmementioning

confidence: 99%

Collaborative healthcare education programmes for continuing professional education in low and middle-income countries: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 65

et al. 2021

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Background: Large discrepancies exist between standards of healthcare provision in high-income (HICs) and low and middle-income countries (LMICs). The root cause is often financial, resulting in poor infrastructure and under-resourced education and healthcare systems. Continuing professional education (CPE) programmes improve staff knowledge, skills, retention, and practice, but remain costly and rare in low-resource settings. One potential solution involves healthcare education collaborations between institutions in HICs and LMICs to provide culturally appropriate CPE in LMICs. To be effective, educational partnerships must address the challenges arising from differences in cultural norms, language, available technology and organisational structures within collaborating countries. Methods: Seven databases and other sources were systematically searched on 7 July 2020 for relevant studies. Citations, abstracts, and studies were screened and consensus was reached on which to include within the review. 54 studies were assessed regarding the type of educational programme involved, the nature of HIC/LMIC collaboration and quality of the study design. Results: Studies varied greatly regarding the types and numbers of healthcare professionals involved, pedagogical and delivery methods, and the ways in which collaboration was undertaken. Barriers and enablers of collaboration were identified and discussed. The key findings were: 1. The methodological quality of reporting in the studies was generally poor. 2. The way in which HIC/ LMIC healthcare education collaboration is undertaken varies according to many factors, including what is to be delivered, the learner group, the context, and the resources available. 3. Western bias was a major barrier. 4. The key to developing successful collaborations was the quality, nature, and duration of the relationships between those involved. Conclusion: This review provides insights into factors that underpin successful HIC/LMIC healthcare CPE collaborations and outlines inequities and quality issues in reporting.

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Innovative Educational Initiatives to Train Psychodynamic Psychiatrists in Underserved Areas of the World

Cited by 10 publications

References 24 publications

Training of psychiatry and mental health in a low‐ and middle‐income country: Experience from Thailand before and after COVID‐19 outbreak

Training of psychiatry and mental health in a low‐ and middle‐income country: Experience from Thailand before and after COVID‐19 outbreak

The Iran nuclear deal: A Bionian commentary

Collaborative healthcare education programmes for continuing professional education in low and middle-income countries: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 65

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