Biomedical subjects

Joel Yager

Publications and source records attributed to Joel Yager.

25 records · Page 2Linked to original sources

PubMedDate not supplied

The RRC mandate for residency programs to demonstrate psychodynamic psychotherapy competency among residents: a debate.

OBJECTIVE: The Residency Review Committee (RRC) requirement that residents must achieve competency in psychodynamic psychotherapy has generated considerable deliberation. METHODS: The authors debated this subject at the 2004 American Psychiatric Association (APA) meetings. RESULTS: Arguments favoring current requirements emphasize the importance of psychodynamic psychotherapy for psychiatric training and practice, as essential skill and as part of core psychiatric identity. Opposing arguments, while supporting training in basic psychotherapeutic skills, focus on what some consider a skimpy evidence base, competing time requirements, changing practice patterns of psychiatry, and challenges to reliably and validly demonstrating this competency. CONCLUSION: RRC decisions regarding current psychotherapy competency requirements will appreciably shape future psychiatric residency training.

Accreditation↗

PubMedDate not supplied

APA Summit on Medical Student Education Task Force on Informatics and Technology: learning about computers and applying computer technology to education and practice.

OBJECTIVE: This article provides a brief overview of important issues for educators regarding medical education and technology. METHODS: The literature describes key concepts, prototypical technology tools, and model programs. A work group of psychiatric educators was convened three times by phone conference to discuss the literature. Findings were presented to and input was received from the 2005 Summit on Medical Student Education by APA and the American Directors of Medical Student Education in Psychiatry. RESULTS: Knowledge of, skills in, and attitudes toward medical informatics are important to life-long learning and modern medical practice. A needs assessment is a starting place, since student, faculty, institution, and societal factors bear consideration. Technology needs to "fit" into a curriculum in order to facilitate learning and teaching. CONCLUSION: Learning about computers and applying computer technology to education and clinical care are key steps in computer literacy for physicians.

Computer User Training↗

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Mentoring partnerships for minority faculty and graduate students in mental health services research.

OBJECTIVE: The authors developed mentorship programs to train minority junior faculty and advanced graduate students in mental health services research. METHOD: The programs target "mentees" in the Southwest United States and offer long-term mentoring, seminars, group supervision, seed funding for peer reviewed research proposals, peer interaction, and week-long institutes that feature presentations and mentoring by recognized experts. RESULTS: Evaluations suggest that these programs have influenced participants' career development. Most mentees have continued to evolve in their research careers, submitted research grant applications, and obtained postdoctoral fellowships, and/or have advanced in faculty positions. Some mentees have expressed an opinion that without the support network that these programs provided, they would have abandoned their academic careers. CONCLUSIONS: Future training efforts should take into account a series of challenges and tensions that affect mentees' careers and personal lives, including the emotional legacy of discrimination and historical trauma.

Academic Medical Centers↗

PubMedDate not supplied

APA summit on medical student education task force on informatics and technology: steps to enhance the use of technology in education through faculty development, funding and change management.

OBJECTIVE: This article provides an overview of how trainees, faculty, and institutions use technology for acquiring knowledge, skills, and attitudes for practicing modern medicine. METHOD: The authors reviewed the literature on medical education, technology, and change, and identify the key themes and make recommendations for implementing technology in medical education. RESULTS: Administrators and faculty should initially assess their own competencies with technology and then develop a variety of teaching methods that use technology to improve their curricula. Programs should decrease the general knowledge-based content of curricula and increase the use of technology for learning skills. For programs to be successful, they must address faculty development, change management, and funding. CONCLUSIONS: Willingness for change, collaboration, and leadership at all levels are essential factors for successfully implementing technology.

Advisory Committees↗

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Considerations in change management related to technology.

OBJECTIVE: The authors describe the complexity of social processes for implementing technological change. Once a new technology is available, information about its availability and benefits must be made available to the community of users, with opportunities to try the innovations and find them worthwhile, despite organizational resistances. METHOD: The authors reviewed the literature from psychiatry, psychology, sociology, business, and technology to distill common denominators for success and failure related to implementing technology. RESULTS: Beneficial technological innovations that are simple to use and obviously save everyone time and effort are easy to inaugurate. However, innovations that primarily serve management rather than subordinates or front-line utilizers may fail, despite considerable institutional effort. This article reviews and outlines several of the more prominent theoretical models governing successful institutional change. CONCLUSIONS: Successful implementation of difficult technological changes requires visionary leadership that has carefully considered the benefits, consulted with influence leaders at all organizational levels to spot unintended consequences and sources of resistance, and developed a detailed plan and continuous quality assurance process to foster implementation over time.

Diffusion of Innovation↗

PubMedDate not supplied

Visualizing the future: technology competency development in clinical medicine, and implications for medical education.

OBJECTIVE: In this article, the authors ask three questions. First, what will physicians need to know in order to be effective in the future? Second, what role will technology play in achieving that high level of effectiveness? Third, what specific skill sets will physicians need to master in order to become effective? METHOD: Through three case vignettes describing past, present, and potential future medical practices, the authors identify trends in major medical, technological and cultural shifts that will shape medical education and practice. RESULTS: From these cases, the authors generate a series of technology-related competencies and skill sets that physicians will need to remain leaders in the delivery of medical care. Physicians will choose how they will be end-users of technology, technology developers, and/or the interface between users and developers. These choices will guide the types of skills each physician will need to acquire. Finally, the authors explore the implications of these trends for medical educators, including the competencies that will be required of educators as they develop the medical curriculum. CONCLUSIONS: Examining historical and social trends, including how users adopt current and emerging technologies, allows us to anticipate changes in the practice of medicine. By considering market pressures, global trends and emerging technologies, medical educators and practicing physicians may prepare themselves for the changes likely to occur in the medical curriculum and in the marketplace.

Attitude to Health↗

PubMedDate not supplied

PTSD and somatization in women treated at a VA primary care clinic.

The authors examined the association between trauma, posttraumatic stress disorder (PTSD), and somatization in 264 women attending a Department of Veterans Affairs primary care clinic. Using a structured computerized interview (Composite International Diagnostic Interview), they found that traumatic events were reported by 81% of the women. The lifetime prevalence of PTSD was 27%; for somatization it was 19%. PTSD was the best predictor of somatization after control for demographic variables, veteran status, and other mood and anxiety disorders. Psychological numbing symptoms of PTSD emerged as a particularly strong predictor of somatization. The link between PTSD and somatization deserves further study.

Adult↗