ABSTRACT
The coronavirus disease (COVID-19) pandemic has substantially impacted psychological health in the U.S and has disproportionately impacted underresourced individuals. Despite the higher need for mental health services during this time, service availability and access were disrupted due to increased demand, social distancing recommendations, and stay-at-home orders. Thus, it is crucial to understand factors that predict the desire for psychological services for underresourced individuals. The present study examined factors at multiple levels of Bronfenbrenner's socioecological model (Bronfenbrenner, 1994) to determine which factors best predicted the desire for mental health services including individual, group, in-person, and online services. The sample consisted of 155 underresourced adults in North Carolina. Participants completed an online survey of mental health symptoms, coping strategies, COVID-19 related stressors, and provided demographic information including ZIP code, which was used to classify urban-central and urban-outlying dwellers. Results from univariate general linear models demonstrated that depression symptoms, venting as a coping strategy, COVID-related stress, and living in more rural regions were all significant predictors of the desire for psychological services. Venting as a predictor of the desire for services may signify a general misunderstanding regarding the purpose of psychotherapy as well as the need for individuals to gain social support and connectedness during a pandemic. This study helps to clarify individual-level and contextual factors that impact the desire for psychological services during a global pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
ABSTRACT
The global COVID-19 pandemic has had a profound impact on the delivery of undergraduate psychiatry in medical schools across the world. This session will share the key findings on a report jointly produced by the Association of University Teachers of Psychiatry (AUTP) and the World Psychiatric Association (WPA) entitled 'Virtual learning in psychiatry: a guide for educators'. The session will be an interactive session that will provide undergraduate medical educators with an experiential update on delivering undergraduate psychiatry teaching virtually. At the end of the session, delegates will learn how to: •• Promote asynchronous learning through the use of artificial intelligence, online webinars, media and films. •• Deliver synchronous learning through the use of virtual ward rounds and virtual outpatient clinics, use of virtual expert patient sessions, teaching in specific psychiatric settings (e.g. forensic, eating disorders, CAMHS) and online simulation. •• Conduct virtual formative and summative assessments for medical undergraduates. •• Arrange a virtual psychiatry placement for medical undergraduates (including the provision of online Balint groups). •• Maintain a supportive and caring virtual learning environment, with space and time for delivery of the 'hidden curriculum'. •• Recognise the challenges of delivering effective online supervision to medical undergraduates, including international undergraduates.
ABSTRACT
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