Suicide attempts during dissociative fugue states pose distinct challenges in assessing self-harm risk. Dissociative fugue is characterized by sudden, unplanned travel away from familiar surroundings, coupled with amnesia for personal identity and significant changes in behavior. This case report describes a 31-year-old male who attempted suicide during a dissociative fugue episode.

To present a case of a suicide attempt during a dissociative fugue state, highlighting the unique challenges in assessing self-harm risk, and examining the role of substance use and prior psychological trauma in influencing patient behavior.

This case report describes a single patient. The methodology involves a comprehensive examination of the patient’s clinical presentation, including diagnostic work-up, treatment adjustments, and outcomes.

A 31-year-old male was admitted to the emergency department after intentionally ingesting 25 diazepam tablets. Eight months earlier, he had survived a suicide attempt via carbon monoxide poisoning, also during a dissociative fugue state. These fugue episodes were marked by sudden, unplanned disappearances, memory loss, significant behavioral changes, and temporary loss of personal identity. The latest episode followed an emotional conflict with friends, leading to a three-day disappearance, during which the patient traveled to various locations, frequented pubs, and slept in his vehicle. He attempted suicide on the final day by overdose. Medical assessments, including physical and neurological exams, blood tests, and cranial computed tomography (CT) scans, showed no abnormalities. The patient admitted to using alcohol and cocaine, but urine toxicology revealed no other substances. During psychiatric evaluation, he denied any current or past suicidal ideation and exhibited no psychotic or manic symptoms. He reported mild affective decline over recent months and a complex life history, but did not meet the DSM-5 criteria for post-traumatic stress disorder (PTSD).

The key diagnostic challenge in this case is distinguishing between substance intoxication and dissociative fugue. Although the patient was intoxicated with alcohol and cocaine during parts of the episode, intoxication was not consistent throughout the entire period. Moreover, the onset of symptoms was abrupt and triggered by an emotional conflict. Given the patient’s history of dissociative fugue and the nature of the current symptoms, dissociative fugue remains the most plausible diagnosis. This case highlights the complexity of managing self-harm risk in patients with dissociative symptoms, where suicide attempts complicate the development of effective safety plans and pose significant challenges to intervention strategies.

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Suicidal tendencies are among the most common problems faced by adolescents who encounter difficulties, issues, or challenges affecting various aspects of their psychological and social lives, often leading to high suicide rates. Bipolar disorder, various depressive disorders, substance abuse disorders, psychosis, and eating disorders are among the most common leading causes of suicide and suicidal tendencies among adolescents. Dialectical Behavior Therapy (DBT) is an integrative therapy employing a combination of techniques. DBT aims to assess the individual’s ability to regulate emotions, manage relationships effectively, tolerate distress, reduce maladaptive responses, and decrease impulsive and self-destructive behaviors.

The current study aims to investigate the effect of using Dialectical Behavior Therapy (DBT) techniques in reducing suicidal tendencies (ST) among adolescents of both genders who suffer from bipolar disorder. Additionally, to verify the sustained effectiveness of these techniques in reducing suicide risk among adolescents.

A one-group experimental design was used. The study sample consisted of a (31) adolescents with high or moderate levels of suicidal tendencies who were diagnosed with bipolar disorder. Initially, the Bipolar Disorder Scale was used to identify adolescents exhibiting symptoms of the disorder for more than 6 months. This was followed by administering the Suicidal Tendencies Scale. Individuals with high or moderate suicidal tendencies scores on this scale were selected to participate in the study. They then underwent 23 sessions of psychotherapy based on DBT. After the completion of the therapy program, the Suicidal Tendencies Scale was administered again, and a third administration took place two months after the completion of the program. The research tools included a DBT-based therapy program consisting of 23 sessions, with an average of 3 sessions per week, each lasting 45-60 minutes.

The results indicated a significant improvement among adolescents after the completion of the program. Participants reported benefiting from the program, expressing reduced feelings of despair and increased hope and optimism about life. The adolescents’ scores on the Suicidal Tendencies Scale decreased after the program ended compared to their scores before the program. Additionally, their scores remained lower two months after the program ended compared to their pre-program scores. This indicates a positive impact of the counseling program in reducing suicidal tendencies among adolescents, as well as the sustained effectiveness of the program.

Dialectical Behavior Therapy (DBT) is effective in reducing suicidal tendencies and can be applied effectively to a range of other psychological disorders. It is essential to manage suicidal tendencies among adolescents to help decrease suicide rates.

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Medical students often harbor entrenched and somewhat negative views towards psychiatry, which can impact their interest in pursuing this specialty and pose challenges to recruitment efforts.

To assess whether exposure to clinical placements in psychiatry can positively shift medical students’ perceptions and influence their career decisions towards this field.

This study employed a “before/after” longitudinal design over an eight-month period involving 5th-year medical students who were starting their 4-week psychiatric rotation. Evaluations were carried out at the beginning and end of the internship using a comprehensive questionnaire that covered sociodemographic details, clinical exposure, and students’ career inclinations towards psychiatry. The questionnaire also explored various reasons influencing their specialty choice, aiming to identify shifts in perspective directly attributable to their internship experience.

A total of 41 students (n=41) participated in the study. There was a notable positive shift in attitudes towards psychiatry observed at the conclusion of the internship. At the start of the rotation, only 29% of students considered choosing psychiatry as a potential career path. By the end of the internship, this figure had increased to 49%. This substantial increase underscores the transformative potential of direct, immersive experiences in altering career considerations among medical students.

Consistent with the literature, the results of this study demonstrate the positive impact that clinical placements in psychiatry can have on medical students’ attitudes towards the specialty and their subsequent choice of it as a career path. This improvement highlights the critical role that such internships play not only in enhancing educational outcomes but also in shaping the future workforce in psychiatry. It is evident that integrating robust psychiatric placements into medical training programs is essential for nurturing an informed, motivated, and committed next generation of psychiatrists. Our findings support the continued advocacy for and expansion of these experiential learning opportunities within medical curricula to foster a deeper understanding and appreciation of psychiatry.

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Docimology is the science that assesses the quality of tests and items, based on different indices and coefficients.

The purpose of our study was to perform a docimological analysis, based on docimological indices, of the items and exams of Child psychiatry of psychiatry certificates porposed for the students of the Third Year of the Second Cycle of Medical Studies in the Faculty of Medicine of Tunis.

We carried out a retrospective and descriptive study. We have included the scores of main sessions’ psychiatry certificate exam of six academic years (2016-2017 to 2021- 2022). We did not include the scores of this certificate obtained at the control sessions during the period of our study. We carried out a global docimological analysis of the psychiatry exam, of the child psychiatry exam and its items.

We included a total of 2780 exam scripts spread over 12 main sessions. We found an annual pass rate of 96.7% in the psychiatry certificate and 85.3% in the discipline of child psychiatry. The study of the internal homogeneity of the psychiatric tests showed that the Alpha index of Cronbach varied between 0.64 and 0.82 with an average index of 0.74 which corresponds to an internal homogeneity at least acceptable. We found that the maximum scores obtained in the discipline of child psychiatry varied from 16.5 to 19.75 out of 20. The average rate of students, who passed the psychiatry certificate test without passing the discipline child psychiatry, was 11.9%. The questions were easy in 51.7% (62 questions) ans have at least good discrimination in 31.7%. We found also that 25 questions (65,7%) were “ideal”.

Child psychiatry examination in the Faculty of Medicine of Tunis meets globally the docimologic recommendations. This is the first step to build up a bank of items regularly enriched with “ideal” questions with metric qualities known in advance.

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External rotations allow psychiatry residents to gain exposure to different clinical settings and practices. However, the availability and quality of these rotations vary significantly across training units. This study evaluates residents’ experiences with external rotations and identifies areas for improvement.

To assess the time allocated for external rotations in different training units and explore residents’ suggestions for improving these rotations.

A cross-sectional survey was distributed to psychiatry residents in Spain. Quantitative data regarding the total time allowed for external rotations was collected, and qualitative responses were analyzed to identify recurring themes for improvement.

A total of 109 responses were analyzed. Quantitatively, 60% of residents reported being allowed 1 to 3 months for external rotations, while 25% stated they had more than 3 months. Only 15% indicated that external rotations were not offered in their unit. Qualitative analysis revealed that the main areas for improvement included more flexibility in choosing rotation locations (40%), better financial support for rotations outside of the home institution (35%), and greater clarity in the application process for external rotations (25%).

The majority of psychiatry residents are allocated 1 to 3 months for external rotations, but many see room for improvement in terms of flexibility, financial support, and clarity in the application process. Enhancing these aspects could make external rotations more accessible and beneficial for residents.

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The progressive acquisition of autonomy, balanced with adequate supervision, is essential during psychiatry residency. However, the adequacy of supervision and the smooth transition to autonomy remains a concern among residents. This study evaluates psychiatry residents’ perceptions of the current process of acquiring autonomy from the first to fourth year of training.

To assess the perceptions of psychiatry residents in Spain regarding the process of progressively acquiring autonomy and how supervision is managed throughout their residency.

A qualitative analysis was conducted on responses to the survey question: “What should be improved in the progressive acquisition of autonomy and supervision from R1 to R4?” Data from free-text responses were coded thematically, with common themes identified and quantified.

Responses from 109 residents were analyzed. Thematic analysis revealed that 35% of residents emphasized the need for clearer and more structured feedback from supervisors, while 30% suggested more direct supervision during critical learning periods, particularly in the first two years. Additionally, 20% highlighted the inconsistency of supervision across different units, with some units providing much less oversight than others. Other suggestions included better scheduling of supervisory sessions (10%) and more frequent formal evaluations of their autonomy progression (5%).

Residents identified several key areas for improvement in the process of acquiring autonomy, with a particular focus on the need for more structured feedback and increased supervision during the early years of training. Addressing these concerns may improve the overall quality of psychiatric education and resident preparedness.

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Psychiatry residency programs in Spain offer diverse clinical rotations to ensure comprehensive training. However, certain rotations may require adjustments in length or structure to meet the evolving educational needs of residents. This study assesses the opinions of psychiatry residents regarding which rotations should be extended, shortened, or maintained.

To evaluate the perceived need for adjustments in rotation length across various subspecialties of psychiatry, including child and adolescent psychiatry, dual pathology, and psychotherapy, among others.

Data was collected through a national survey of psychiatry residents in Spain. Respondents were asked to indicate whether specific rotations should be lengthened, shortened, or maintained. Quantitative analysis was performed on responses for seven key rotations: child psychiatry, dual pathology, psychotherapy, research, neuropsychiatry, community psychiatry, and geropsychiatry.

A total of 109 psychiatry residents participated in the survey. The most frequently requested extension was for geropsychiatry, with 57% of respondents advocating for a longer rotation, followed closely by community psychiatry (48%). In contrast, rotations in research (26%) and child psychiatry (24%) were identified as those most needing to be shortened. Most residents supported maintaining the current duration of dual pathology (86%) and neuropsychiatry (83%) rotations.

The results suggest a strong desire among psychiatry residents to extend rotations in geropsychiatry and community psychiatry, while shortening research and child psychiatry. These findings highlight the need for training programs to reevaluate the duration of certain rotations to better align with resident learning needs.

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Medical and psychiatric conditions often coexist, with complex interrelationships that affect patient outcomes. Medical conditions can induce mental illness through psychological or physiological effects, while mental illness may hinder engagement in medical care due to barriers such as poor motivation and functional impairment. Anxiety and depression are among the most common psychiatric conditions encountered on medical floors, and improved management of these conditions can enhance patient outcomes and increase post-discharge follow-up.

The objective of this project was to improve the confidence of medical professionals in treating anxiety and depression on the medical floor by establishing an evidence-based approach for identifying and managing these conditions. The guidelines developed serve as a protocol for rapid, safe interventions, improving outcomes and reducing inefficient healthcare utilization.

A survey was conducted among 18 medical residents to assess their confidence in evaluating and managing anxiety and depression, and determining when a psychiatric consult is necessary. After completing the initial survey, residents were provided with a stepwise guideline for managing anxiety and depression on the medical floor. A post-guideline survey was then conducted to assess changes in their confidence levels and understanding.

Pre-intervention survey results showed 85.7% of residents were comfortable identifying anxiety, 64.3% with identifying major depressive disorder (MDD), and 71.4% with differentiating MDD from bipolar depression. However, only 64.3% felt comfortable treating anxiety, and 50% initiating treatment for MDD. Post-guideline survey results showed improvements in several areas, including 90% confidence in identifying anxiety and 70.2% in diagnosing MDD. Notably, all residents felt comfortable continuing treatment for depression, and knowledge of medication side effects increased to 100%.

The results suggest that medical residents on the floor showed improved confidence in evaluating and managing anxiety and depression after receiving the guideline. There was increased comfort with knowledge of medications and their side effects, although some discomfort remained in initiating treatment and titrating medications. Implementing universal screening protocols and further educational interventions, such as didactic sessions on specific medications and their side effects, can help address these gaps and enhance psychiatric care on the medical floor.

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The European Federation of Psychiatric Trainees (EFPT) unites general adult psychiatry (GAP) and child and adolescent psychiatry (CAP) trainees’ associations across Europe, fostering collaboration, education, and professional growth. Trainees across Europe can become EFPT members through their national associations (NTA). Residency can be challenging, with demanding workloads and academic pressures. Having a supportive network like EFPT can ease these difficulties by providing access to valuable resources, support, and collaboration. This abstract highlights the benefits of active participation in EFPT for GAP and CAP trainees across Europe.

To explore the diverse benefits provided by EFPT for GAP and CAP trainees across Europe, focusing on professional development, research collaborations, and international exchanges. This abstract highlights strategies for maximizing these opportunities and overcoming the challenges of international psychiatric training.

A review of EFPT’s initiatives, project descriptions, website data, and participant feedback was conducted. This analysis covered webinars, courses, research projects, clinical exchanges, and cultural experiences. Data were gathered from EFPT’s resources and European trainees’ feedbacks, emphasizing networking, research collaboration, and cultural exchange as key benefits for trainees.

EFPT offers a broad range of benefits for GAP and CAP traineesroughout Europe, including:

• - Networking Opportunities: Trainees can establish professional connections with peers and experienced psychiatrists from across Europe, fostering collaboration, mentorship, and knowledge sharing.

• - International Participation: Trainees have access to international congresses, webinars, and specialized courses that enhance clinical and research skills, exposing them to diverse perspectives and practices.

• - Clinical Exchange Programs: Through EFPT’s exchange programs, trainees gain insights into different healthcare systems, broadening their understanding of child and adolescent mental health treatment across Europe and enhancing their cultural competence.

• - Cultural Enrichment: EFPT’s annual forum, including events like Cultural Night, allows trainees to engage in cultural exchange through music, food, and dance, fostering camaraderie and promoting overall well-being among young psychiatrists.

Active participation in EFPT offers European psychiatric trainees unique opportunities beyond traditional training, contributing to both professional growth and personal development. By encouraging involvement in EFPT, trainees can enhance their skills, broaden their networks, and foster international collaboration, ultimately strengthening the psychiatric community across Europe.

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This knowledge exchange program was designed to enhance the clinical training of a Cambodian psychiatrist in general psychiatry and addiction care. Conducted between July 1, 2024, and August 30, 2024, the program involved immersive clinical experiences in the Netherlands and South Africa. The exchange facilitated engagement with leading mental health institutions, offering valuable insights into advanced psychiatric practices and addiction care models.

The primary objectives of the program were to improve clinical competencies in diagnosing and managing psychiatric and addiction disorders, to gain exposure to multidisciplinary and community-based care models, and to develop cultural competence in adapting psychiatric practices to low-resource settings like Cambodia. These goals were pursued through a combination of clinical visits and participatory learning activities.

The psychiatrist participated in clinical visits and hands-on learning at Radboud University Medical Center and Pro Persona in the Netherlands, as well as Rustenburg Addiction Care in South Africa. These experiences included observing advanced treatments and participating in community-based psychiatric care programs. The program’s structure combined hands-on training and multidisciplinary teamwork to provide a comprehensive learning experience.

The program yielded significant improvements in the psychiatrist’s ability to manage complex addiction cases and implement community-based care. Additionally, the experience fostered greater cultural competence, enabling the application of psychiatric practices suited to the Cambodian context. The collaboration also promoted potential future psychiatric training initiatives and international partnerships.

The knowledge exchange program was successful in enhancing the psychiatrist’s clinical skills and cultural awareness. It underscored the importance of international collaboration in psychiatry and addiction care, providing a model for how mental health professionals from low-income countries can benefit from exposure to global best practices and community-based care strategies.

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Case-based learning holds a crucial place in psychiatric education. Through methods such as written scenarios, video presentations, patient simulations, or observing real patients, students are expected to gain clinical reasoning skills by observing psychiatric cases.

This study aims to generate case scenarios using ChatGPT-4 and create multiple-choice questions based on these cases.

A prompt was developed based on the literature to generate case scenarios for 12 psychiatric diagnoses, along with five related questions for each case (Figure) (Kıyak. Rev esp educ méd 2023; 4(3)). The scenarios and questions were organized into six forms, each containing two cases and ten questions.

A total of 12 psychiatrists, (5.33 ± 1.31 years of practice) evaluated each form in pairs. The results of the case evaluations are presented in Table 1, and the question evaluations in Table 2.

The evaluation confirmed that the case scenarios were typical for the respective disorders and included appropriate mental status examinations for diagnosis (23/24). The cases were deemed suitably challenging for medical students (20/24) and effective in assessing clinical reasoning skills (21/24). However, the questions did not meet certain criteria, such as appropriate difficulty (75/120), the presence of a single correct answer (86/120), and the plausibility of distractors (91/120). It is suggested that further work on the prompt is needed to improve the quality of the questions. While ChatGPT is suitable for generating case scenarios, the questions should be reviewed before use.

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The University of Bristol Medical School, United Kingdom, has student-selected components (SSC) making up a substantial proportion of its curriculum. This practice is common among UK medical schools. SSCs can inspire interest in specialities that students may have less exposure to during undergraduate training, such as psychiatry. Psychiatry has a broad range of sub-specialities and themes which can be explored in an SSC. The author supervised one such project in which a student researched and produced a series of podcasts about the science of happiness.

To explore the use of student-selected components (SSC) in increasing exposure to psychiatry in the undergraduate curriculum

To explore the impact of student-selected components (SSC) in increasing recruitment into psychiatric training

An initial literature review was performed with the following keywords using Medline on OvidSP.

Fourteen papers addressed the use of psychiatry student-selected components (SSC) in undergraduate medical education and their influence on career specialty choice.

Student-selected components (SSC) are an important strategy for increasing exposure to psychiatry in undergraduate medical education and recruitment into psychiatry.

Medical undergraduate education, elective, student-selected components, special study modules, psychiatry, mental health.

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Professional burnout among medical workers is a significant global concern characterized by emotional exhaustion, depersonalization, and a reduced sense of personal accomplishment. In Ukraine, the ongoing war has exacerbated this issue due to additional stressors such as exposure to traumatic events, resource limitations, and constant threats to personal safety. Medical professionals are facing unprecedented challenges, including increased patient loads from wartime casualties and psychological strain from working in high-risk environments.

Develop an online psychological training program to address professional burnout among Ukrainian medical workers during wartime, evaluate its feasibility in a conflict setting, and assess its preliminary effectiveness in reducing burnout levels and improving adaptive coping strategies.

An online training was developed by specialists from Charité University Clinic (Berlin) and Bogomolets Medical University (Kyiv) under the “SOLOMIYA” project (https://solomiya.net.ua/).

Participants: 27 medical workers from Ukraine.

Study design was mixed-methods with quantitative assessments at three time points.

Intervention was delivered online via Zoom in Ukrainian to accommodate regional participants and wartime restrictions. Total duration was 4 hours over two 2-hour sessions, including psychoeducation, practical exercises, and interactive discussions.

Data collection scales: Maslach burnout inventory, Brief COPE, Professional Self-Efficacy, WHO-5 index, participant satisfaction survey.

Preliminary data from the 27 participants indicate a high level of satisfaction with the training program. The mean satisfaction score was 8.7 out of 10 (SD = 1.2), with scores ranging from 6 to 10 and a median of 9. The distribution of satisfaction scores was as follows: excellent (9–10): 59% (16 participants), very good (8): 15% (4), good (7): 19% (5), satisfactory (6): 7% (2).

These results suggest that the majority of participants found the training to be highly valuable and relevant to their needs. Participants reported that the exercises and coping strategies provided were useful for managing stress. Interactive discussions were noted as particularly helpful, demonstrating the importance of social support in reducing burnout. Due to the ongoing nature of data collection, comprehensive statistical analyses of changes in burnout levels, coping strategies, professional self-efficacy, and well-being are not yet available. However, initial observations indicate positive trends in these areas.

Preliminary findings show that online psychological training is feasible and well-received by Ukrainian medical workers during wartime. High satisfaction scores suggest potential benefits. While definitive conclusions on effectiveness are premature, the positive reception aligns with research on tailored interventions in high-stress environments.

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Although the collaborative partnership of the psychiatrist, patient and family is vital to recovery from a mental disorder, many patients and their family members are not satisfied with the communication with the psychiatrist. They believe that they are not actively involved in creating a treatment plan and that they do not have enough information about the diagnosis and treatment.

Objective of the study is to improve the communication skills of young psychiatrists for collaboration with patients and their families.

Recognising the pressing need to address dissatisfaction with communication, we implemented the EUFAMI Prospect Common Ground three-way communication program, which we adapted for our study. We measured the increase in communication skills using a self-assessment questionnaire.

Participants: three groups of patients diagnosed with severe mental illness, family members, and young psychiatrists have been working in small groups separately and together in large groups.

Our study’s results are promising. The majority of participants expressed satisfaction with the training method. Their feedback highlighted acquiring new communication skills, which they believe will strengthen the collaborative relationship between patients, family members, and psychiatrists.

A training program for improving communication skills for young psychiatrists proves to be useful for improving the creation of a therapeutic relationship of cooperation with patients and their family members.

None Declared

Whilst the DSM has streamlined research and standardized diagnoses, it faces criticism for falling short in addressing the intricate nature of psychiatric disorders. By relying on checklist-based diagnoses, it overlooks critical dimensions such as personality traits, cognitive functions, the motives driving maladaptive behaviors, and the unique narratives of individuals. In contrast, the Perspectives of Psychiatry (PoP) presents a comprehensive framework that enhances the understanding and treatment of mental health conditions. It integrates diverse origins of psychiatric disorders while emphasizing a thorough evaluation of a patient’s life story. The global reach of PoP, with textbooks translated into multiple languages, has led to the creation of an international fellowship program for clinicians and students worldwide.

The speakers will explore the PoP framework and share how this system is 1) implemented at Johns Hopkins (Baltimore, MD) in clinical practice and teaching, and 2) taught to international students with the newly established Perspectives of Psychiatry International Learners Program (PoPPIL).

Faculty from Johns Hopkins will outline how the PoP has been applied at their institution for the past 40 years, while international students from Sweden, Australia, and Ecuador will share their experiences from the PoPPIL.

The PoP provides a structured and integrated framework for clinical practice and teaching. It explicates the rationale behind various treatment methods — medications, psychosocial interventions, motivational strategies, and consolation — whilst enabling patients to contribute more discerningly in their own recovery. Patients undergo a comprehensive and systematic evaluation, before this information is analyzed from each of the 4 perspectives (figure 1). This encourages clinicians to consider the patient holistically, rather than as a collection of symptoms, leading to the creation of management plans that not only addresses their psychiatric symptoms but also their social needs and personal goals. These plans can then be used to work collaboratively and effectively with other providers such as social services, general practitioners and psychologists. The framework is now part of the core curriculum for all psychiatry residents at Johns Hopkins and since 2024, international students can partake in an immersive learning experience which includes clinical observation and teaching. The PoPPIL has also facilitated grassroot global communication among medical students, junior doctors and leading experts.

Image 1:

Moving beyond diagnostic checklists to a framework grounded in intelligible concepts can propel advancements in psychiatry. The program at Johns Hopkins illustrates how these concepts can be effectively applied in clinical settings and shared with students from around the world.

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By 1920, the Rockefeller Foundation had set out to systematically improve medical education and clinical practice. This wealthy, formidable agent for change initially focused on surveying the state of medical education world-wide and then targeting individual research institutes and universities with funding aimed at improving their facilities.

The aim was to increase understanding of how the Foundation’s focus on improving medical education and practice changed over time.

The Rockefeller Foundation archive documents the philanthropic activities of the Foundation. Employing a social-history methodology, the primary sources utilised involved officer diaries, including that of Alan Gregg who directed support for medical research and education globally throughout the 1930s and 1940s. Also examined were contemporary journals such as The British Medical Journal, the New England Journal of Medicine, and The Lancet; contemporary newspapers such as the New York Times, The Illustrated London News, and the Times of India, among others. The evidence from the diaries was compared with that of journals, newspapers, and other primary sources.

Initially the Foundation employed a disease-control model aimed at eradicating hookworm, malaria, and yellow fever. However, over time the Foundation changed its focus and developed a special interest in building the discipline of psychiatry. Gregg came to firmly believe that the funding of mental health research and teaching should be given the same resources as any other branch of medicine. Gregg supported initiatives to include psychiatry in standard medical school curricula and he also directed Foundation funding toward individual researchers in the field of mental health. He eventually came to serve as an advisor to the National Institute of Mental Health and the psychiatry section of the Department of Veterans Affairs.

The focus of the Rockefeller Foundation changed over time. Using meticulous planning, the Foundation moved from a laboratory-based, disease-eradication model to developing a deep commitment to promoting scientific psychiatry internationally.

None Declared

Psychiatry trainees in Ireland are categorised as Non-Consultant Hospital Doctors (NCHD). Research into the wellbeing of NCHD’s has consistently highlighted difficult working conditions with the majority reporting they have been told by others they neglect their own health. The learning outcomes of the College of Psychiatrists of Ireland are majority clinical, professional and academic based with only a small focus on outcomes related to trainee wellbeing. Therefore, local and creative initiatives to support psychiatry trainee health and wellbeing are warranted.

To conduct a needs analysis amongst psychiatry trainees in the Sligo/Leitrim Mental Health Service to inform the development of a NCHD Wellness at Work Committee and assess its impact over over a six month period from January 2024 – July 2024.

Following Clinical Director ethical approval, an anonymous online survey was shared with NCHD’s through email to assess their workplace wellbeing needs. Results were collected and analysed using Microsoft Excel leading to the creation and implementation of an action plan. At the end of the period, another anonymous online survey was shared through email to assess the usefulness of the project.

16 out of 23 local NCHD’s responded to the needs analysis.

88% identified ‘Physical Health’ as the top priority for the committee, while 75% endorsed the ‘Psychosocial work Environment’ and ‘Mental Health and Wellbeing’. The ‘Physical Work Environment’ and ‘Healthy Eating’ were chosen by 44%.

In terms of a wellness at work development program, the most frequently requested item was ‘Activities to support mental health’ (69%), followed by ‘Corporate Leisure Centre discounts’ at 63%, ‘Stress Management’ and ‘Exercise/physical activity classes’ both at 56% and ‘Access to healthy food’ and ‘Sports participation’ options both at 50%.

‘Not enough time’ was identified as the greatest barrier to participation by 69% with equal variations across preferred timing of activities.

The action plan included the improvement of the physical work environment along with the arrangement of a financial planning webinar, Human Resources Coaching, Occupational Health and Health Promotion sessions. Information was shared by email on the Cycle to Work scheme and the Living Well stress reduction program along with social events including a breakfast club, provision of time and facilitites pre-trainee teaching for social interaction and a regular social dinner.

An impact assessment survey provided 12 responses from a total requested of 16 with all 12 responding indicating a positive impact. The missing 4 responses were due to trainees moving location.

This is, to our knowledge, the first quality improvement project to date involving the creation of an NCHD Wellness at Work Committee in Ireland.

The results will be used to inform and encourage the development of similar initiatives Deanery wide.

None Declared

The emergence of social media platforms like X has created a unique space for mental health discussions. This study aims to analyze the language and themes used in social media discussions to appreciate sentiments about PMS and PMDD by looking at a sample of the most popular tweets on platform X.

We hypothesize that this content can provide insight into public perceptions and guide educational campaigns.

An advanced Twitter/X search for “PMS” and “PMDD” was conducted, filtering for English content. The top 100 tweets for each search term were explored through two different sentiment analysis tools which include Dr. Daniel Soper’s Sentiment Analyzer Tool and Text2Data Application Programming Interface (API) Natural Language Processing (NLP) Analysis. Tweets were also analyzed using a word cloud generator to identify the most frequently used terms. Connecting words were eliminated from the final output.

Negative sentiment was more prevalent than positive among the tweets for PMDD, with an overall sentiment analysis of an average of -24.3 per the Daniel Soper Sentiment Analyzer tool, suggesting a negative and serious tone. The most frequently appearing terms in these tweets were “month” (mentioned 17 times), “bad” (16), “love” (15), “feel” (14), “MAFS” (14), “support (14). Per Text2Data’s API NLP analysis, the top 150 words had a negative sentiment of -0.59 with a magnitude of 1.69. Negative sentiment was more prevalent than positive among the tweets for PMS, with an overall sentiment analysis of an average of -15.2 per the Daniel Soper Sentiment Analyzer tool, suggesting a somewhat negative and serious tone. The most frequently appearing terms in these tweets were “new” (11), “price” (10), “oxford” (9), “feel” (14), “people” (9), “want” (9). Per Text2Data’s API NLP analysis, the top 150 words had neutral sentiment of +0.15 with a magnitude of 1.59.

This study emphasizes a less negative sentiment associated with PMS compared to PMDD. It also highlights how more emotionally charged terms were used among tweets discussing PMDD compared to PMS. This may reflect public perception of the two conditions. Additionally, social media can be a way to gauge public interest and perception of medical topics.

None Declared

Obsessive-Compulsive Disorder (OCD) during pregnancy can worsen due to hormonal changes, psychological stress, and concerns about the baby’s health. It presents unique challenges for diagnosis and treatment, balancing the mother’s mental health with fetal safety. This case focuses on a woman who developed OCD in her third trimester, emphasizing the challenges in managing the condition.

• - To describe the impact and progression of OCD during pregnancy.

• - To assess the effectiveness of Cognitive Behavioral Therapy (CBT) and evaluate pharmacological options.

• - To analyze the risks and benefits of managing OCD therapeutically in pregnant women.

A clinical case of a 32-year-old woman at 28 weeks of gestation, with newly diagnosed OCD, is presented. Symptoms began in the second trimester with intrusive thoughts about harming her baby and compulsive checking and cleaning behaviors. The patient was treated with CBT, and SSRIs were considered due to symptom severity. Follow-up continued through pregnancy until delivery.

CBT led to a significant reduction in compulsions and improved management of obsessive thoughts. However, moderate symptoms persisted, leading to consideration of SSRIs, which were ultimately avoided due to concerns about side effects. The patient’s delivery was uncomplicated, and continued CBT postpartum resulted in significant improvement.

This case illustrates the complexity of treating OCD during pregnancy, where hormonal changes and concerns about fetal health can exacerbate symptoms. Early intervention with CBT can be effective, and treatment decisions must carefully balance maternal and fetal well-being.

None Declared

Delayed perinatal grief occurs when the grieving process for a lost baby is reactivated after the birth of a healthy child. This case presents a 39-year-old mother who, after losing her first baby at 36 weeks due to Patau syndrome, experienced delayed grief following the birth of a full-term baby two years later. Despite receiving one psychological consultation at the time of the loss, the lack of follow-up contributed to the reactivation of her grief postpartum, presenting with sadness and anxiety.

• - To describe the process of delayed perinatal grief in a mother who lost a baby due to Patau syndrome.

• - To evaluate the psychological impact of the lack of follow-up after the loss on the subsequent development of reactivated grief.

• - To propose therapeutic interventions for the management of mothers experiencing delayed perinatal grief.

We present the case of a 39-year-old mother who lost a baby at 36 weeks of gestation due to Patau syndrome. Following the loss, she received a single psychological consultation with no further follow-up. Two years later, she gave birth to a healthy baby at 40 weeks, and six weeks after delivery, she was referred to psychiatry due to symptoms of profound sadness and anxiety, consistent with delayed perinatal grief. The patient was evaluated by the psychiatry team and began treatment with psychological intervention and pharmacological management when necessary.

The psychiatric intervention led to a gradual improvement in symptoms of sadness and anxiety. The patient responded favorably to psychological treatment, incorporating cognitive-behavioral therapy techniques to manage grief. However, feelings of sadness persisted on dates related to the previous loss. Ongoing emotional support was crucial for the recovery process.

Delayed perinatal grief can reactivate after the birth of a new child, especially in cases where the original loss was not adequately followed up. Proper psychological support is essential to help mothers process their grief and prevent long-term emotional complications.

None Declared