PubMed · 16451484
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Vickie P Overman. 2004. Website update.. https://doi.org/10.1111/j.1601-5037.2004.00090.x
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The defining clinical features of acute and transient psychotic disorders (ICD-10: F23) are an acute onset and a duration of psychotic symptoms not exceeding 1-3 months. Previous empirical investigations show that patients with this diagnosis have a favourable prognosis, but also a high risk of relapses (58-77%). The diagnostic stability in the further course of illness seems to be low (34-73%) with a frequent diagnostic change to schizophrenia and affective disorders being observed. As yet, data from controlled clinical trials regarding therapy do not exist. The implications for the treatment of acute and transient psychotic disorders are discussed with this background.
Teaching rounds are a vital part of every residency program. Patient rounds provide an avenue to incorporate evidence-based medicine, current literature, and personal experiences into daily teaching while allowing residents to experience the doctor-patient relationship. Although time consuming, daily in-patient rounds are invaluable to any physician's training. This article discusses how to conduct well-organised, efficient patient rounds with maximum learning benefits for the residents. The daily protocol followed by the Podiatry Service at University Hospital, University of Medicine and Dentistry of New Jersey is also described. Conducting beneficial teaching rounds is an important aspect of a residency program when developing highly competent physicians.
Evidence-based medicine--the use of "current best evidence" in making medical decisions--is becoming the standard system for health care delivery. In applying evidence-based medicine, the podiatric profession lags behind in several key ways. Major problems include a scarcity of high-level evidence for most podiatric issues and a lack of database resources that summarize the evidence for easy access. This lack of resources complicates the use of evidenced-based medicine as a teaching tool in podiatric residencies. Other complicating factors include high patient volumes, the need for multiple training sites, and limited control over faculty who are mostly volunteers with little or no formal training in educational methods.