Browsing by Subject "psychiatry"
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Item Celebrating the Legacy of the Institute of Psychiatric Research (IPR), and Moving Brain Research Forward(2022-06-22) Lahiri, Debomoy K.; Nurnberger, John I.The Institute for Psychiatric Research (IPR) at Indiana University (IU) School of Medicine was a free-standing four-story building on the main IUPUI campus (791 Union Drive) just east of Eskenazi Hospital's present location. It was built in 1955-56 by the State of Indiana to house the laboratories of neuroscience investigators operating under the leadership of the IU Department of Psychiatry. For nearly six decades IPR was the home of innovative research (primarily NIH-funded) in neurochemistry, electrophysiology, genetics, neuroanatomy, animal behavior, and molecular biology. For many years it was also the home of neuroscience education on the IUPUI campus. In 2014 the IPR building was demolished as part of the construction of Eskenazi hospital to replace the venerable Wishard hospital campus. IPR faculty relocated to the IU Neuroscience Building at 320 West 15th Street, where they now continue their work along with researchers at Stark Neurosciences Research Institute and other departments. Former IPR faculty Debomoy Lahiri and John Nurnberger have assembled a history of IPR along with illustrations of the building and the faculty and staff who worked there and contributed significantly to psychiatric research.Item Genome-wide Association Studies in Ancestrally Diverse Populations: Opportunities, Methods, Pitfalls, and Recommendations(Elsevier, 2019-10-10) Peterson, Roseann E.; Kuchenbaecker, Karoline; Walters, Raymond K.; Chen, Chia-Yen; Popejoy, Alice B.; Periyasamy, Sathish; Lam, Max; Iyegbe, Conrad; Strawbridge, Rona J.; Brick, Leslie; Carey, Caitlin E.; Martin, Alicia R.; Meyers, Jacquelyn L.; Su, Jinni; Chen, Junfang; Edwards, Alexis C.; Kalungi, Allan; Koen, Nastassja; Majara, Lerato; Schwarz, Emanuel; Smoller, Jordan W.; Stahl, Eli A.; Sullivan, Patrick F.; Vassos, Evangelos; Mowry, Bryan; Prieto, Miguel L.; Cuellar-Barboza, Alfredo; Bigdeli, Tim B.; Edenberg, Howard J.; Huang, Hailiang; Duncan, Laramie E.; Biochemistry and Molecular Biology, School of MedicineGenome-wide association studies (GWAS) have focused primarily on populations of European descent, but it is essential that diverse populations become better represented. Increasing diversity among study participants will advance our understanding of genetic architecture in all populations and ensure that genetic research is broadly applicable. To facilitate and promote research in multi-ancestry and admixed cohorts, we outline key methodological considerations and highlight opportunities, challenges, solutions, and areas in need of development. Despite the perception that analyzing genetic data from diverse populations is difficult, it is scientifically and ethically imperative, and there is an expanding analytical toolbox to do it well.Item The History of Psychiatry in Indiana(2015-01-13) Schmetzer, AlanItem The Institute of Psychiatric Research: A Historical Perspective from the 1950s to the 2000s(2021-09-13) Lahiri, Debomoy K.Presentation on the history of the Indiana University School of Medicine's Institute of Psychiatric Research (1957-2013), a free-standing center developed by the State of Indiana to investigate the causes of mental illness. Includes historical photographs of directors, researchers, equipment, and facilities within the IPR.Item Medical Student Engagement in a Virtual Learning Environment Positively Correlates with Course Performance and Satisfaction in Psychiatry(Springer, 2021) Grant, Larrilyn L.; Opperman, Michael J.; Schiller, Brennan; Chastain, Jonathan; Durnett Richardson, Jennelle; Eckel, Christine; Plawecki, Martin H.; Psychiatry, School of MedicineIntroduction There has been a move to a “flipped classroom” (FC) in medical education. The FC promotes active learning and utilizes independent preparation prior to in-class sessions. Few studies have evaluated the effectiveness of the FC approach in medical education, specifically via virtual learning. The purpose of this study evaluates student and faculty perceptions of the FC approach and relationships between student engagement and performance. Method The first-year medical student psychiatry curriculum was redesigned with an FC approach and subsequently altered by COVID-19 to a virtual learning environment. A mixed-method approach was used to examine both qualitative assessment and quantitative performance data. Students and facilitators were invited to participate in surveys regarding the curriculum changes. Student performance data was collected via quizzes and examinations. Engagement was evaluated by student participation in National Board of Medical Examiners–style multiple-choice questions delivered via Top Hat®. Correlational analyses were used to evaluate associations between engagement and performance. T-tests were used to compare student satisfaction across 2019 and 2020. Results Performance on in-class questions was positively associated with class rank and performance (p < 0.005). More students were either satisfied or strongly satisfied (91.5%) in 2020 compared to 85.7% in 2019 (two-tailed t-test, p = 0.04). Most students (81.3%) preferred in-class questions to lectures. In 2020, 62.6% of student comments were positive regarding the psychiatry curriculum vs 33.3% in 2019. Over 61.5% of facilitators felt positive towards the changes. Conclusion Our results demonstrate a positive relationship between engagement and class performance. Students and facilitators positively perceived the approach, with students preferring in-class questions compared to lectures. Future research should evaluate overall performance on standardized tests, third-year clerkships, and number of students matching into psychiatry.Item Meta-Analyses of Genome-Wide Association Data Hold New Promise for Addiction Genetics(Alcohol Research Documentation, 2016-09) Agrawal, Arpana; Edenberg, Howard J.; Gelernter, Joel; Biochemistry and Molecular Biology, School of MedicineMeta-analyses of genome-wide association study data have begun to lead to promising new discoveries for behavioral and psychiatrically relevant phenotypes (e.g., schizophrenia, educational attainment). We outline how this methodology can similarly lead to novel discoveries in genomic studies of substance use disorders, and discuss challenges that will need to be overcome to accomplish this goal. We illustrate our approach with the work of the newly established Substance Use Disorders workgroup of the Psychiatric Genomics Consortium.Item Pre-Clinical Medical Students' Attitudes Towards Psychiatry(2022-05) Opperman, Michael; Smith, Alyssa; McCann, Joseph; Chastain, Jonathan; Schiller, Brennan; Thomas, Alexander; Jivens, Morgan; Schargorodsky, David; Scofield, David; Grant, Larrilyn; Sweazey, Robert; Richardson, Jenelle; Plawecki, MartinItem Psychiatry Teacher’s Guide: A Web-Based Resource for Faculty Development(2024-04-26) Upshaw, Landon; Smith, Alyssa; Giust, JulianneDeveloping effective faculty development resources for community-based preceptors is often limited by cost, adoption, and administrative pitfalls. With the community-based preceptor model being adopted by medical schools nationally, effective faculty development initiatives must be efficient and worthy of preceptors’ time. Studies have shown that preceptors value convenience, flexibility, and timely content. Avenues utilized by medical school administrations in distributing faculty development include podcasts, online modules/quizzes, instructional videos, and online discussion boards. Given the size of Indiana University School of Medicine (IUSoM) and its training sites across the state, flexibility, cohesion, and efficiency are especially prioritized for faculty development. With these characteristics in mind, the IUSoM psychiatry clerkship team developed the Psychiatry Teacher’s Guide in a PDF book format and interactive Canvas webpage. The Psychiatry Teacher’s Guide aims to improve three main areas: increase active learning in the clinical setting, increase NBME engagement and preparation for shelf exams, and ensure quality summative and formative evaluation of clerkship students. The Psychiatry Teacher’s Guide was distributed via email to all preceptors who oversee third-year medical students during their psychiatry clerkship rotation, including faculty, residents, and fellows. The Psychiatry Teacher’s Guide content was synthesized into four chapters: clerkship updates, teaching pearls, final clinical evaluations, and mentoring/letters of recommendation. Following the distribution of the Psychiatry Teacher’s Guide, a post survey was sent to preceptors. The survey consisted of multiple choice (including Likert-scale questions) and open-ended questions. Participation in the survey was anonymous and voluntary. Results from the survey were analyzed as part of our quality improvement efforts and in the analysis of the Guide’s usefulness. This study was approved by the institution’s IRB under exempt status. The Teacher’s Guide was distributed to 270 psychiatry preceptors at IUSoM in September 2023, and the survey link was distributed to those actively serving as preceptors (n=255) in October 2023. Results (n=28) are promising and show that 90% of respondents are “Somewhat Likely” or “Extremely Likely” to implement concepts learned in the Teacher’s Guide into their teaching practices. Additionally, 75% of respondents “Somewhat Agree” or “Strongly Agree” that the Teacher’s Guide has helped them identify gaps in their teachings and methods they can use to improve. We aim to discuss the design, development, implementation, and distribution of the Psychiatry Teacher’s Guide in the psychiatry clerkship at IUSoM. We will share results from our survey and data collected by Canvas to highlight the most valued resources shared in our form of faculty development. We will also discuss the next steps in the improvement of the Psychiatry Teacher’s Guide and the ways in which it can be a sustainable piece of faculty development and valuable reference tool for preceptors.Item Review and evaluation of the role of a psychiatric pharmacist on medication management in a gender health program(ACCP, 2022-12) Wartman, Carolanne; Walroth, Todd A.; Butterfield, David; Anderson, Lindsey; Peters, Michael; Schmelz, Andrew; Ott, Carol; Psychiatry, School of MedicineIntroduction People who identify as transgender experience a significant amount of mental health concerns compared to the general population. Gender health programs offer the opportunity to provide comprehensive care for this highly stigmatized population, with the potential for psychiatric pharmacists to assist other providers and serve this need. This study aimed to evaluate the number and type of interventions made by a psychiatric pharmacist within a gender health program. Methods A retrospective review of the electronic medical record was conducted analyzing mental health visits completed by psychiatric pharmacists within the Gender Health Program between May 1, 2020 and December 31, 2021. The primary outcome was number and type of interventions, defined as medication adjustments, laboratory monitoring, and completion of prior authorizations. Secondary outcomes included a description of medication regimens, number and type of patient education provided, and referrals to other healthcare professionals. Key subgroup analyses consisted of number of interventions based on gender identity, race identity, and insurance status. Results There were a total of 152 appointments among 93 patients. Sixty-one patients (66%) received at least one intervention [median (interquartile range, IQR) of 2 (2, 4)], which occurred across 81 pharmacist appointments (53%). Psychotropic medications were adjusted at 79 appointments (97%), with primarily medication initiations. Patient education was completed and documented at 102 appointments with a median (IQR) of 2 (1, 2) topics discussed per appointment. There was a statistically significant difference found between transmen and transwomen on number of interventions [31 (67%) vs 15 (45%), P = 0.048]. Conclusion The pharmacist in this study had the opportunity to bridge gaps in access to care to healthcare providers by initiating and managing medications, providing thorough education, and referring patients to further resources. This study affirms the accessibility and role of a psychiatric pharmacist on the interdisciplinary team caring for lesbian, gay, bisexual, transgender, queer or questioning, and more (LGBTQ+) patients.Item "Unusual Demands of this Unusual Time": Logansport State Hospital and World War I(2022-09) Jesse, Helen Diane; Robertson, Nancy Marie; Monroe, Elizabeth Brand; Nelson, Elizabeth AngelineThe Northern Indiana Hospital for the Insane (also known as Longcliff Hospital or Logansport State Hospital) struggled with a number of challenges common to state institutions, including a lack of funding, staff shortages, and stretched capacity. These problems worsened during World War I and the years immediately following, hindering the hospital’s ability to care for its patients. In response to these challenges, the hospital administration was forced to adapt in order to conserve resources. Using state and hospital records, this thesis examines the changes experienced by the hospital between 1910 and 1920 and demonstrates how external events such as a war had a greater impact on the care of vulnerable residents than did the internal dynamics of the facility or the motivations of its leadership.