RESUMEN

BACKGROUND: Global education in psychiatry is heavily influenced by knowledge from Western, high-income countries, which obscures local voices and expertise. AIM: To adapt a human simulation model to psychiatric education in a context that is specific to local languages and cultures. METHODS: We conducted an observational study consisting of six human simulation sessions with standardized patients from two host countries, speaking their native languages, and following an adaptation of the co-constructive patient simulation (CCPS) model. As local faculty became increasingly familiar with the CCPS approach, they took on the role of facilitators-in their country's native language. RESULTS: Fifty-three learners participated: 19 child and adolescent psychiatry trainees and 3 faculty members in Türkiye (as a group that met online during 3 consecutive months); and 24 trainees and 7 faculty in Israel (divided into 3 groups, in parallel in-person sessions during a single training day). Each of the six cases reflected local realities and clinical challenges, and was associated with specific learning goals identified by each case-writing trainee. CONCLUSION: Human simulation has not been fully incorporated into psychiatric education: The creation of immersive clinical experiences and the strengthening of reflective practice are two areas ripe for development. Our adaptations of CCPS can also strengthen local and regional networks and psychiatric communities of practice. Finally, the model can help question and press against hegemonies in psychiatric training that overshadow local expertise.

RESUMEN

The short form of the Impulsive Behavior scale (S-UPPS-P) is a widely used scale to measure multiple impulsive personality traits; although it has been translated into many languages, no Turkish translation has been studied to date. Our study had two aims. First, we tested the validity and reliability of the Turkish version of the S-UPPS-P for adolescents. Second, we examined impulsive trait characteristics exhibited by adolescents with ADHD, compared to a community sample. We evaluated the psychometric properties of the Turkish S-UPPS-P scale in 384 adolescents aged 11-18 and tested correlations with ADHD symptoms by assessing 41 adolescents diagnosed with ADHD. Our results showed that with a few slight modifications the Turkish translation of the S-UPPS-P scale can validly assess impulsive trait characteristics for Turkish adolescents. The subscales of lack of premeditation, positive urgency, and negative urgency efficiently distinguished between adolescents with ADHD and control subjects. This is the first scale to evaluate the multidimensional nature of impulsivity in Turkish adolescents. This scale is capable of screening various facets of impulsivity in typically developing adolescents as well as those with ADHD, enabling us to enhance our understanding of possible risks for comorbid diseases in the latter group.

Asunto(s)

Trastorno por Déficit de Atención con Hiperactividad , Humanos , Adolescente , Reproducibilidad de los Resultados , Conducta Impulsiva , Lenguaje , Psicometría

RESUMEN

Background: No clinician-oriented scale exists to assess irritability in Turkey. This pilot study aimed to evaluate the psychometric properties of the Turkish version of The Clinician Affective Reactivity Index (CL-ARI). Method: A total of 116 children and adolescents aged between 10 to 17 years (14.1 ± 2.1 years) were recruited from the psychiatric outpatient clinics. The participants completed a set of scales (Strengths and Difficulties Questionnaire [SDQ], Affective Reactivity Index [ARI], Revised Child Anxiety and Depression Scale, Swanson, Nolan, and Pelham, Version IV Scale). Diagnostic interviews were administered to confirm psychiatric diagnoses. Cronbach's alpha was calculated to assess internal consistency. Discriminant validity was further tested using independent sample t-test and Receiver Operating Characteristic curves. Interrater reliability was tested using intraclass correlation coefficients (ICC). Convergent validity was also tested using Pearson's correlation. Results: Cronbach's alpha values of CL-ARI were 0.919 total score, 0.842 for the temper outbursts score, 0.861 for the irritable mood score, and 0.840 for the impairment score. ICC values for interrater reliability were high for the temper outbursts (r = 0.993), the irritable mood (r = 0.993), the impairment (r = 0.917), and the total score (r = 0.991). In the sample, there was a high level of correlation between the self-report ARI-child/parent form and the CL-ARI total and subscale scores. Likewise, moderate-high level of correlations were found between the behavioral SDQ child/parent forms and the CL-ARI total and subscale scores. Conclusions: This is the Turkish validation of the CL-ARI, a dedicated interview and rating scale to assess irritability in the clinical sample. The results of this study suggest that the Turkish version of CL-ARI has adequate internal consistency and interrater reliability, and sufficient convergent and discriminant validity to be used in research settings.