血小板生化异常与精神障碍机制研究

本文综述以血小板胞内外多种分子及受体为工具研究相关精神障碍的心理生理学、精神病理学及精神药理学方面的进展。     

中华医学会2005年全国精神病学学术会议纪要

中华医学会精神病学分会2005年全国精神病学学术会议于2005年10月12-14日在素有“九省通衢”的武汉市隆重召开。有来自全国1000余名代表参加。会议共收到论文812篇，其中大会发言14篇，专题发言101篇，书面交流707篇。大会交流内容涉及精神病学的实验室研究、影像学研究、心理评估、综合医院精神卫生问题研究和流行病学研究等方面。专题会议11个，包括生物精神病学、精神药理学、精神分裂症、情感性精神障碍（以下简称情感障碍）、儿童精神病学、老年精神病学、焦虑谱系障碍、心理卫生、社会精神病学、文化相关精神障碍和物质依赖等领域。其中生物精神病学和精神药理学的论文最多，表明生物精神病学和精神药理学仍是精神病学研究的重点和热点。本次会议形式多样，内容丰富。     

血小板生化异常与精神障碍机制研究

本文综述以血小板胞内外多种分子及受体为工具研究相关精神障碍的心理生理学、精神病理学及精神药理学方面的进展     

翻转课堂教学模式在药理学教学中的实践与应用

目的探讨翻转课堂教学模式在药理学教学中的应用。方法通过分析翻转课堂与传统教学的区别,结合国内教学实际反思翻转课堂在药理学教学中的可行性,并提出翻转课堂教学模式下的教学设计思考及成功翻转所需的必要条件。结果翻转课堂教学模式有利于促进药理学教学改革,而实现药理学课堂翻转的关键在于成功的教学设计和坚实的环境支持。结论药理学翻转课堂教学模式的不断深入探索,有利于全面提升医药类高等院校的教学质量。     

近年精神药理学进展之一

著名精神药理学专家Davis教授与Glassman教授,以及精神疾病生化遗传学专家 Kety 教授先后访华作了精彩的演讲,现将演讲记录及论文全文分二期刊登。     

关联性负变与精神药理学

本综述了经典的认知电位关联性负变在精神药理学研究中的应用资料。     

对精神卫生专业教学工作的几点看法

对精神卫生专业教学工作的几点看法姚芳传全国各医学院校中已有１０所开设精神卫生专业（系），为培养精神科的后生力量起有十分重要的作用，但对课程设置和教学安排等方面，各地还很不一致，若能交流办学经验，取长补短，对搞好和提高教学质量无疑会起有重要的作用。兹就...     

从第21届国际神经精神药理学会会议看精神病学研究

国际神经精神药理学会（ＣＩＮＰ）成立于１９５７年，是一个由一些世界著名药理学家、神经生理学家、神经化学家、神经病学家、精神病学家和心理学家组成的，具有较高学术水平的国际性组织，每两年召开一次学术会议。本文简略介绍第２１届会议情况和所反映出来的精神病学研究进展，并对精神病学今后的研究方向提出自己的看法。作者单位：５１５０６３　汕头大学医学院精神卫生中心１　会议概况第２１届ＣＩＮＰ会议于１９９８年７月１２～１６日在苏格兰的格拉斯哥展览会议中心举行。来自６７个国家的４０００多位代表参加了这次会议。大会…     

舒必利研究的一些进展

本文综述了1985年以来有关舒必利研究的一些进展，内容包括舒必利的精神药理学研究、舒必利的临床应用及舒必利所致的恶性综合征。     

课程思政元素融入《精神病学》的实践与探讨

本文目的是探讨"课程思政"融入《精神病学》的实践措施."课程思政"是高校实现立德树人的必要举措,是"三全育人"的必要环节.本文结合《精神病学》的课程特点,以川北医学院精神卫生学院《精神病学》"课程思政"的实践经验为基础,从提升教师对"课程思政"的认识与实践能力、《精神病学》思政融入点建设、"课程思政"教学方法 选择与教...     

A proposal for a psychopharmacology–pharmacotherapy catalogue of learning objectives and a curriculum in Europe

Objectives Post-graduate training for specialisation in psychiatry and psychotherapy is part of a 4–6-year programme. This paper aims to inform on the general situation of teaching and training of psychopharmacology–psychopharmacotherapy in Europe. It presents the need for a psychopharmacotherapy education in psychiatric training programmes. Arguments as well as a proposal for a catalogue of learning objectives and an outline of a psychopharmacology curriculum are presented. Methods Based on their experience and on an analysis of the literature, the authors, experts in psychopharmacology–pharmacotherapy teaching, critically analyse the present situation and propose the development of a curriculum at the European level. Results Teaching programmes vary widely between European countries and, generally, teaching of psychopharmacology and pharmacotherapy does not exceed two-dozen hours. This is insufficient if one considers the central importance of psychopharmacology. A psychopharmacology–psychopharmacotherapy curriculum for the professional training of specialists in psychiatry and psychotherapy is proposed. Conclusions As the number of hours of theoretical teaching and practical training is insufficient, a catalogue of learning objectives should be established, which would then be part of a comprehensive curriculum at the European level. It could be inspired partly by those few previously proposed by other groups of authors and organisations.     

Psychopharmacology education in psychiatry

This study has documented resident dissatisfaction with education in psychopharmacology in one large university and has proposed several solutions. These include: - increased awareness of standards of knowledge necessary for a consultant. - the establishment of a central educative office of clinical psychopharmacology to encourage dissemination of selected literature and to facilitate residents' research under supervision. - recognition that not all staff should be considered capable to provide psychopharmacology supervision and that each hospital should have a designated psychiatrist with special expertise in psychopharmacology. - developing study groups for the purpose of teaching critical evaluation of the literature. - increasing encouragement for residents' participating in clinical research - awareness of residents' difficulties in learning "emotional illness, rejection of biological therapies, and knowing what is expected or not suited to psychiatry" and appropriate actions to alter these. - increased use of audio aids, self-teaching manuals and journals to augment lectures and texts. - increased emphasis on training selected senior residents in how to teach.     

The impact of psychopharmacology education on prescribing practices

The authors describe a pharmacology education program on the psychiatry service of a Veterans Administration medical center. The program, directed by a clinical pharmacist, includes weekly lectures to medical students and weekly psychopharmacology review rounds for psychiatric residents that are also attended by staff psychiatrists. To determine the impact of the psychopharmacology review rounds on prescribing practices, the authors conducted a retrospective chart review of psychopharmacologic treatment methods before and after the rounds were instituted. The review compared prescribing practices in the two periods and focused particularly on changes in practices related to multiple daily dosages, polypharmacy, prophylactic anticholinergics, and drug use in alcohol withdrawal. The review demonstrated that the teaching effort resulted in a use of psychotropic medications that was more in line with recommendations in the literature.     

Geriatric psychopharmacology: evolution of a discipline

The development of geriatric psychopharmacology was built on advances in geriatric psychiatry nosology and clinical pharmacology and on increased investment in aging research by the National Institute of Mental Health and by academic institutions. Application of the US Food and Drug Administration's geriatric labeling rule provided further impetus. Developments in the knowledge about 3 principal classes of medications (antidepressants, antipsychotics, and treatments for Alzheimer's disease) illustrate the trajectory of geriatric psychopharmacology research. Nonetheless, the loss of information about age effects that has resulted from applying age exclusion criteria in studies limited to either younger adults or geriatric patients is regrettable. Antidepressant trials have moved from studying younger and medically well "geriatric" samples to focusing on "older old" persons and those with significant medical comorbidity including coronary artery disease, cerebrovascular disease, and dementia. Increased specificity is reflected in studies of relationships between specific neuropsychological deficits, specific brain abnormalities, and antidepressant responsiveness. Clinical trials in older adults have demonstrated that the efficacy of antipsychotic medications continues across the lifespan, but that sensitivity to specific side effects changes in older age, with poor tolerability frequently mitigating the benefits of treatment. Treatments for Alzheimer's disease have fallen within the purview of geriatric psychopharmacology. The research focus is increasingly shifting from treatments to slow the course of cognitive decline to studies of early diagnosis and of interventions designed to prevent the development of deficits in vulnerable individuals. The importance of geriatric psychopharmacology will grow further as the average lifespan increases all over the world.     

A review of obsessive-compulsive disorder in children and adolescents

This article is a review of recent literature on obsessive-compulsive disorder in the pediatric population. Areas covered include: a brief historical perspective, clinical presentation in relation to symptoms found in different age groups, epidemiology, psychiatric comorbidity, etiology (with regards to genetics, neuroimaging, and familial factors), clinical course and prognosis, and treatment, with special emphasis on individual and family-based cognitive-behavioral therapy and psychopharmacology.     

The psychiatrist: in the mainstream or on the banks of medicine?

The author discusses psychiatry's historical estrangement from general medicine, beginning with its isolation in mental hospitals, aggravated by a deterioration in medical school teaching of clinical psychiatry and by limited psychiatric training programs, and further alienated by much of psychosomatic theory and practice. He sees hope for reconciliation, however, in the recent progress of psychopharmacology and liaison psychiatry within the general hospital.     

Management of neuroleptic-induced movement disorders: effects of physician training

Residents given a specialized 4-hour course in managing extrapyramidal syndromes prescribed significantly lower neuroleptic doses and were more skilled at diagnosis of extrapyramidal syndromes than residents given standard psychopharmacology training. The results suggest that focused training in extrapyramidal syndromes should be part of residency curricula.     

Toward a Hippocratic psychopharmacology.

OBJECTIVE: To provide a conceptual basis for psychopharmacology. METHOD: This review compares contemporary psychopharmacology practice with the Hippocratic tradition of medicine by examining the original Hippocratic corpus and modern interpretations (by William Osler and Oliver Wendell Holmes). RESULTS: The Hippocratic philosophy is that only some, not all, diseases should be treated and, even then, treatments should enhance the natural healing process, not serve as artificial cures. Hippocratic ethics follow from this philosophy of disease and treatment. Two rules for Hippocratic medicine are derived from the teachings of Osler (treat diseases, not symptoms) and Holmes (medications are guilty until proven innocent). The concept of a diagnostic hierarchy is also stated explicitly: Not all diseases are created equal. This idea helps to avoid mistaking symptoms for diseases and to avoid excessive diagnosis of comorbidities. Current psychopharmacology is aggressive and non-Hippocratic: symptom-based, rather than disease oriented; underemphasizing drug risks; and prone to turning symptoms into diagnoses. These views are applied to bipolar disorder. CONCLUSIONS: Contemporary psychopharmacology is non-Hippocratic. A proposal for moving in the direction of a Hippocratic psychopharmacology is provided.     

Psychopharmacology training in psychiatric residency programs: the Canadian scene

A survey among psychiatric residents about their satisfaction with and concerns about their training in psychopharmacology was conducted. One hundred and seventy responders (61%) from ten post-graduate psychiatric programs in Canada completed the questionnaire. The questionnaire assessed the residents' satisfaction with the training they had received over the previous six months as well as over their entire residency period. The questionnaire inquired specifically about the quantity and quality of supervision in the use of different medications for different therapeutic purposes. It also looked at the quality of supervision of drug therapies within hospital services, inpatient, outpatient, consultation and emergency services. Residents also were asked about coverage of specific topics and ranked different methods of learning. The survey uncovered a number of deficiencies mostly related to the teaching of basic psychopharmacology, integration of psychopharmacological and psychosocial issues and the lack of teaching of clinical appraisal of recent advances. Factors that may have contributed to the development of such deficiencies as well as specific recommendations are discussed.     

The treatment of anxiety disorders in children and adolescents.

Anxiety disorders are the most common psychiatric conditions in the pediatric population, with prevalence estimates ranging from 5-18%. Children and adolescents with excessive anxiety often meet diagnostic criteria for a number of disorders within the DSM-IV. Unfortunately, the current diagnostic system is controversial because of high rates of symptom overlap, comorbidity with other psychiatric disorders, and lack of biological markers that would support a more empirical anxiety nosology. Treatment strategies for pediatric anxiety disorders have important historical roots. Several controlled studies of cognitive-behavioral therapy (CBT) demonstrate efficacy for pediatric anxiety disorders. In contrast, no controlled psychopharmacology studies have demonstrated efficacy in children and adolescents with anxiety disorders, except obsessive-compulsive disorder; however, several large, methodologically sound psychopharmacotherapy trials are underway for pediatric anxiety disorders. This update will review the current status of psychosocial and psychopharmacologic treatment of pediatric anxiety disorders. In addition, a brief discussion of nosology, epidemiology, and developmental course of anxiety is included. Preliminary psychopharmacology treatment and CBT treatment algorithms are presented for pediatric anxiety disorders, based on the best available data. Recommendations for future research directions are also discussed.