PS14: HOW TO INTEGRATE ADDICTION MEDICINE IN PSYCHIATRY TRAINING: RESULTS OF AN EXPERIMENT WITH TWO EDUCATIONAL METHODS

Lobby

AUTHORS
Aiste Leleikiene1, Darius Jokubonis2,5, Edgaras Diržius2,3, Laura Baltaityte4, Leonas Kacinskas5, Virginija Adomaitiene2, Cornelis A. J. De Jong6

1Lithuanian Sports University, Kaunas, Lithuania
2Lithuanian University of Health Sciences, Psychiatric Clinic, Kaunas, Lithuania
3Lithuanian University of Health Sciences, Centre for Evidence Based Medicine, Kaunas, Lithuania
4Vilnius University Medical Faculty Psychiatry Clinic, Vilnius, Lithuania
5Kaunas Addiction Treatment Center, Kaunas, Lithuania
6Behavioural Science Institute, Nijmegen Institute for Scientist-Practitioners in Addiction (NISPA), Radboud University, Nijmegen, Netherlands

ABSTRACT DESCRIPTION

In Lithuania psychiatry residents spend most of the time of their studies on general psychiatry and there is lack of knowledge, skills and attitudes in treating patients with comorbid substance related disorders (SUD). Addiction becomes more and more integrated in the training of psychiatric residents in Lithuania. Nevertheless, there is strong need for more competent doctors to cope with the large number of addicted patients.

Methods: Concerning knowledge enhancement the residents had to read recent articles on the definition of addiction, assessment and diagnosis of substance related disorders, epidemiology, burden of the disease, stigmatisation, pathophysiology including genetics and neurobiology, treatment including recovery and psychiatric comorbidity. Four seminars with all residents on relevant and actual knowledge on substance related disorders and a small group experience of five sessions on improving skills and attitudes in dealing with patients were performed and evaluated quantitatively and qualitatively.

Conclusions: Both groups appreciated the experience and considered to be useful for emphatic understanding of the patient and further learning of clinical skills. It brought more knowledge on SUD’s, more caring about patients, improvement of presentation skills. Both learning methods had different positive impact and proved to additional.

Poster Session