In this second session of our motivational interviewing workshop, we introduce motivational interviewing with its principles. Furthermore, we discuss the pyramid of change and Prochaska’s change model, address the differences between pre-contemplative versus change-resistant patients, and approach different techniques we can use throughout the clinical interview.

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Social media offers a unique opportunity to examine behaviors based on real-time objective data. For example, all public tweets that include the selected keywords can be collated. These offer vast opportunities to research attitudes towards mental health and mental illness in the general population, based on the tweets content. The tweet text, the date, the geolocation and international timestamp of when they were published, and the number of retweets and likes generated are informative data that can be extracted. Content analysis can be conducted using manual or machine learning approaches. Different examples of the use of Twitter for research in psychiatry will be presented and discussed in this session.

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In this third session of our motivational interviewing workshop, we address the art of persuasion and what to do and not do in the clinical setting. The change process in a motivational interviewing setting is based on collaborative principles between the patient and the therapist and is not imposed. We show examples of what to do and not to do with the previously learned techniques.

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Dr. Pereira-Sanchez will draw upon his experience of use of various major social media platforms for professional networking and collaboration in international psychiatry and global mental health. These platforms offer opportunities to connect with colleagues worldwide individually and in groups and open avenues for peer support, research and advocacy. Specific examples the speaker will bring from his own experience include the World Network of Psychiatric Trainees and the Global Mental Health Think Tank, both of which gather hundreds of colleagues across continents.

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In this fourth session of our motivational interviewing workshop, we will go from theory to practice through simple and direct examples from clinical practice. The participants will be able to watch previously filmed clinical cases and participate in role plays, where they can practice using different motivational interviewing techniques that they had learned before.

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Software-driven therapeutic interventions aiming at preventing, managing or treating medical or chronic diseases are referred to as Digital Therapeutics (DTx). DTx are developed to target a specific disorder or disease, including mental disorders. DTx are regarded as an emerging class of medicines and, hence, have obtained the approval of the relevant regulatory authorities, based on clinical evidence for the effectiveness similar to conventional medicine supplies and medicines. Social media-based DTx can represent both a means to quantify mental health as well as a source of both positive and negative interactions, including a source of social support for many who have been socially isolated and lonely. Recent researches using monitored social networks as interventions has shown promise in youth with several mental health issues, despite it is noteworthy that social media are not without risks.

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Digital mental health interventions and digital psychiatry have been rapidly implemented over the past decade, particularly with the intent to offer a potential solution in those problematic circumstances and logistic issues for which the current mental health service infrastructure is not able to adequately accommodate to the needs of most patients. Indeed, most mental health workforce does not always own an enough and appropriate theoretical either practical training in digital psychiatry and in delivering remote consultations safely and effectively. Most European countries do not have curricula-specific training requirements, either at core or higher specialty level, for psychiatry trainees to demonstrate competence in digital skills that may be considered essential to good clinical practice, including abilities and competencies needed to provide and deliver mental health interventions by using digital tools. The talk will provide an overview on the level of the current state-of-the-art of the European techno-digitalicus psychiatrist and psychiatry trainee.

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Therapeutic Drug Monitoring (TDM), i.e. the measurement of blood levels of antipsychotics, is a well-established clinical routine tool in the treatment with antipsychotics including clozapine. Nevertheless, worldwide there are different utilisation cultures and trends with use of TDM varying from regular to very limited. In order to assess attitudes regarding the use and utility of therapeutic drug monitoring in psychiatry trainees and young psychiatrists, the EPA ECPC Task Force on Communication and Publications is performing an online survey consisting of 12 questions previously validated in a british context to gather data on TDM attitudes, practices, and clinical setting.

Apart from capturing early career psychiatrists’ current practices and perspectives regarding antipsychotic TDM the goal of this project is to identify predictive factors for future use of therapeutic drug monitoring (TDM). Here we present the preliminary results of our currently ongoing survey.

G. Schoretsanitis Consultant of: HLS Therapeutics and ThermoFisher

Dr Wise will help the audience familiarise themselves with the attitudes, atributes and skills neccessary to establish and maintain a practice outside of a state-supported environment, to develop and grow a career, and reduce the risk of burn out.

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Balancing career and family is a hard job for everyone. Academic life with multiple and conflicting demands on our time necessitates prioritizing among responsibilities. This resonates especially for a woman academic who takes care of a baby. The speaker will address specific challenges of mothers who are in both academia and clinical practice, give reflections and elaborate on patterns and ways of dealing with this challenge. The talk is hoped to promote awareness and discussion on addressing the inner and outer sources and planning one’s own way on a career path.

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In this interactive session, we will attempt to create a roadmap toward a research career in psychiatry, particularly in challenging settings. Participants will be able to share their experiences and ask questions. Through dialectical discourse, we will identify the essential skills and key competencies for a research career and how to develop them through key strategies and practical exercises. We will try to answer these questions and more. “I like research, but I don’t know where to start?” “I know writing is important, but how can I make the process less painful and even perhaps enjoy writing?” “There is no research tradition in my workplace; how can I find a mentor?” “How can I build confidence in presenting at scientific conferences?” “It’s important to master hard skills, but what could we do with soft skills?”

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During the COVID-19 pandemic, mental health services often used remote technology to deliver care. However, the rise in remote consultation was largely unplanned. Furthermore, while many patients found remote technology a useful way to access care, others did not. Going forwards, remote technology will continue to play an important role in the delivery of mental healthcare. Research on the most effective ways for mental health services to implement remote technology is thus urgently needed.

Electronic health records (EHRs) have been widely adopted in mental healthcare services. EHRs not only support individual patient care, but also open the door to largescale research through the analysis of de-identified clinical data. The South London and Maudsley (SLaM) Biomedical Research Centre (BRC) Case Register is a large EHR dataset comprising structured and unstructured clinical information on patients receiving specialist mental healthcare. In this talk, I will present findings from an analysis of the SLaM BRC Case Register using the Clinical Record Interactive Search tool (CRIS) to evaluate the uptake of remote mental healthcare during the COVID-19 pandemic and its association with medication prescribing. I will discuss the implications of these findings for psychiatrists delivering community mental healthcare and how mental health services can harness remote technology to optimise clinical outcomes.

R. Patel Grant / Research support from: NIHR (NIHR301690); MRC (MR/S003118/1); Academy of Medical Sciences (SGL015/1020); Janssen, Consultant of: Induction Healthcare Ltd; Holmusk

As a response to the COVID-19 pandemic, in March 2020 a shift to remote consulting for routine primary care and outpatient appointments was instructed. With the aim to inform whether and how remote consultations should continue post-pandemic, the London NIHR Applied Research Collaborations (ARCs) conducted a research-grade evaluation of the impact of this shift in London, focusing on cardiology and mental health as exemplar pathways.

Quantitative methodology aimed to explore patterns of healthcare use, efficiency, and clinical outcomes using de-identified patient-level health records datasets in North-West London and South London.

Qualitative interviews with clinicians and patients with experience in remote consultations sought to develop a more in-depth understanding of the experience of the move to remote consulting.

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Each year the European Psychiatric Association offers early career psychiatrists the opportunity to take part in the Gaining Experience programme, a scholarship that funds short observership placements (between 2 and 8 weeks) overseas in different psychiatric institutions across Europe to ECPs who have completed their psychiatric training. However, since COVID-19 was declared by the WHO as a worldwide emergency on 11th March 2020, it was no longer possible to provide offline overseas observerships. Therefore, the Gaining Experience programme changed its format in 2020-2021 and became virtual. It was in this context, that an Ukranian early career psychiatrist was going to participate in the virtual Gaining Experience programme at the Institute of Psychiatry, Psychology & Neuroscience, King’s College London (United Kingdom) from December 2021. The observership placement had a particular academic focus, the essence of which was investigating psychotherapy training among ECPs in Ukraine, and to examine how it is included in psychiatry training. The sharing of this example of virtual observership shows that it is possible and feasible high-quality and affordable distance learning for ECPs. This training format can be useful not only during quarantine restrictions, but also in conditions of limited travel opportunities.

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Professional attitudes and ethics skills of physicians are influenced in part by the lessons of medical training. Still, few medical schools and postgraduate training programs introduce a formal curriculum. There is also the hidden curriculum which is influenced by instructions that are implicitly learned by observation of others, the cultural climate, and the social norms. The hidden ethics curriculum in psychiatry resident programs was investigated with qualitative interviews. Patient autonomy (consent for admission, coercive treatments) and ethical problems that arise during the management of difficult patient populations (medical ills, substance users, and frequent fliers) were the most common themes. Psychiatric residents perceive a need for more education on ethical issues. The speaker will present the available knowledge on psychiatry residents’ perspectives and the current programs addressing ethics training. This talk is hoped to elicit discussion in preparation for future action and inform a roadmap for addressing ethics training and subsequent educational events during psychiatry undergraduate and postgraduate education.

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The boundaries between innovative clinical practices and research-related experimentation can be difficult to distinguish. Whilst mental health research has increased remarkably over recent decades, ethics is required to maintain and improve the standards of mental health research. Ethics and science can be seen as opposing forces with different aims championed by different people. However, ethics should not be a barrier to scientific advancement, but rather as the way that mental health research can be conducted with broader societal support, with the expectation of bringing wider benefit to people with mental illness. Scientific advancements may also lead to novel ethical problems and raise questions in relation to oversight responsibilities. Mental health research faces several unique ethical challenges. This presentation will provide an overview of the ethical issues linked with mental health research.

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Psychiatrists postgraduate training in Ukraine lasts only for 18 months and the curriculum includes psychotherapy. However, little is known about its quality and provision. The aims of the research were to investigate the current psychotherapy training status in Ukraine, to examine how it is included in psychiatry training and to identify access to it. An anonymous online survey was conducted among early career psychiatrists (psychiatry trainees or psychiatrists within 5 years after specialising in psychiatry). The findings show that the minority had access to psychotherapy training though the majority of responders consider it to be an important part of psychiatry training. This study encourages to improve the accessibility and quality of psychotherapy training in Ukraine. It shows that despite the low accessibility of psychotherapy training for psychiatry trainees there is a high need in it. It is even more relevant in times of war, given its negative consequences for mental health and the growing need for educated psychotherapists.

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Leadership in healthcare organisations is crucial to continually improve and provide adequate and quality care. Leadership development and training empower psychiatrists to develop leadership skills. Focusing on how to enhance leadership development through leadership skills training and experiential learning should be a priority.

Nonetheless, there is a perception that, throughout Europe, the acquisition of basic or more advanced leadership skills is very seldom part of the professional training.

In 2019, a Leadership Working Group (LWG) was set up within the European Federation of Psychiatric Trainees (EFPT). Its aim is to provide trainees an opportunity to develop their leadership skills.

This presentation will show case some of the efforts by the LWG. A special focus will be given to a European-based cross-sectional survey of needs about leadership skills training in Psychiatry aimed at ECPs, that showed that a majority of ECPs had no access to leadership skills training within curricula and that all the respondents requested it to be included in a psychiatric training program in either optional or mandatory fashion.

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The presentation will focus on elements of leadership that have been shown to be useful on local and more comprehensive levels. It will be based on experience gained in leadership positions in international and national organizations and during leadership and professional skills courses which were conducted in more than 40 countries over the past thirty years. Among the topics that will be addressed for discussion and further action will be the need to introduce leadership training in the course of postgraduate education and to provide career advice at the beginning and during early years of service.

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