Neil Krishan Aggarwal1, Peter Lam2, Enrico G Castillo3, Mitchell G Weiss4, Esperanza Diaz5, Renato D Alarcón6, Rob van Dijk7, Hans Rohlof8, David M Ndetei9, Monica Scalco10, Sergio Aguilar-Gaxiola11, Kavoos Bassiri12, Smita Deshpande13, Simon Groen14, Sushrut Jadhav15, Laurence J Kirmayer16, Vasudeo Paralikar17, Joseph Westermeyer18, Filipa Santos10, Johann Vega-Dienstmaier19, Luis Anez5, Marit Boiler2, Andel V Nicasio20, Roberto Lewis-Fernández3. 1. Columbia University, New York, NY, USA. aggarwa@nyspi.columbia.edu. 2. New York State Psychiatric Institute, New York, NY, USA. 3. Columbia University, New York, NY, USA. 4. Swiss Tropical and Public Health Institute and University of Basel, Basel, Switzerland. 5. Yale University and the Connecticut Mental Health Center, New Haven, CT, USA. 6. Mayo Clinic, Rochester, MN, USA. 7. Parnassia Groep, The Hague, The Netherlands. 8. Stichting Centrum '45, Oegstgeest, The Netherlands. 9. University of Nairobi, Nairobi, Kenya. 10. University of Toronto, Toronto, Canada. 11. University of Californian, Davis, Davis, CA, USA. 12. RAMS, Inc, San Francisco, CA, USA. 13. Dr. Ram Manohar Lohia Hospital, New Delhi, India. 14. De Evenaar, Center for Transcultural Psychiatry North Netherlands, Beilen, The Netherlands. 15. UCL Mental Health Sciences Unit, University College London, London, UK. 16. McGill University, Montreal, Canada. 17. KEM Hospital, Pune, India. 18. University of Minnesota, Minneapolis, MN, USA. 19. Universidad Peruana Cayetano Heredia, Lima, Peru. 20. University of Central Florida, Orlando, FL, USA.
Abstract
OBJECTIVE: This study's objective is to analyze training methods clinicians reported as most and least helpful during the DSM-5 Cultural Formulation Interview field trial, reasons why, and associations between demographic characteristics and method preferences. METHOD: The authors used mixed methods to analyze interviews from 75 clinicians in five continents on their training preferences after a standardized training session and clinicians' first administration of the Cultural Formulation Interview. Content analysis identified most and least helpful educational methods by reason. Bivariate and logistic regression analysis compared clinician characteristics to method preferences. RESULTS: Most frequently, clinicians named case-based behavioral simulations as "most helpful" and video as "least helpful" training methods. Bivariate and logistic regression models, first unadjusted and then clustered by country, found that each additional year of a clinician's age was associated with a preference for behavioral simulations: OR = 1.05 (95 % CI: 1.01-1.10; p = 0.025). CONCLUSIONS: Most clinicians preferred active behavioral simulations in cultural competence training, and this effect was most pronounced among older clinicians. Effective training may be best accomplished through a combination of reviewing written guidelines, video demonstration, and behavioral simulations. Future work can examine the impact of clinician training satisfaction on patient symptoms and quality of life.
OBJECTIVE: This study's objective is to analyze training methods clinicians reported as most and least helpful during the DSM-5 Cultural Formulation Interview field trial, reasons why, and associations between demographic characteristics and method preferences. METHOD: The authors used mixed methods to analyze interviews from 75 clinicians in five continents on their training preferences after a standardized training session and clinicians' first administration of the Cultural Formulation Interview. Content analysis identified most and least helpful educational methods by reason. Bivariate and logistic regression analysis compared clinician characteristics to method preferences. RESULTS: Most frequently, clinicians named case-based behavioral simulations as "most helpful" and video as "least helpful" training methods. Bivariate and logistic regression models, first unadjusted and then clustered by country, found that each additional year of a clinician's age was associated with a preference for behavioral simulations: OR = 1.05 (95 % CI: 1.01-1.10; p = 0.025). CONCLUSIONS: Most clinicians preferred active behavioral simulations in cultural competence training, and this effect was most pronounced among older clinicians. Effective training may be best accomplished through a combination of reviewing written guidelines, video demonstration, and behavioral simulations. Future work can examine the impact of clinician training satisfaction on patient symptoms and quality of life.
Entities:
Keywords:
Academic training; Cultural formulation interview; Cultural psychiatry; DSM-5
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