Effects of a depression education program on residents’ knowledge, attitudes, and clinical skills

To determine whether an interactive educational program would improve obstetrics and gynecology residents’ knowledge, attitudes, confidence, and skills in caring for depressed patients. We recruited 74 residents from eight residency programs to attend the Depression Education Program, which consists...

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Bibliographic Details
Published in:	Obstetrics and gynecology (New York. 1953) Vol. 101; no. 1; pp. 167 - 174
Main Authors:	Learman, Lee A, Gerrity, Martha S, Field, D.Robin, van Blaricom, Amy, Romm, Jillian, Choe, Julia
Format:	Journal Article
Language:	English
Published:	New York, NY Elsevier Inc 2003 The American College of Obstetricians and Gynecologists Elsevier Science
Subjects:	Adult Adult and adolescent clinical studies Biological and medical sciences Clinical Competence Curriculum Depression Female Gynecology - education Humans Internship and Residency Male Medical sciences Mood disorders Obstetrics - education Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Mood disorder Human Medicine Evaluation Resident(student) Education Gynecology Depression Knowledge of results Diagnosis Educational schedule Obstetrics
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Summary:	To determine whether an interactive educational program would improve obstetrics and gynecology residents’ knowledge, attitudes, confidence, and skills in caring for depressed patients. We recruited 74 residents from eight residency programs to attend the Depression Education Program, which consists of a 1-hour lecture and two 2-hour workshops combining discussion, diagnosis and treatment tools, critique of a videotape, practice with feedback, and audiotape self-assessment. Before and after the program, participants 1) completed a questionnaire measuring knowledge, attitudes, and reported actions taken with a recent depressed patient; 2) received a standardized patient visit; and 3) kept lists of patients they suspected were depressed. Clinic patients completed a depression screening questionnaire. To assess improvement, we used paired t tests, McNemar χ 2 tests, and multivariate models adjusting for training site. The education program led to 3-month improvements in participants’ reported use of formal diagnostic criteria (38% before, 66% after; P = .004), clinical actions documented for suspected depression ( P = .035), and perceived self-efficacy in depression care ( P < .001). Perceived preparedness to diagnose depression, treat with medications, and comanage with a mental health practitioner improved ( P < .05 for each). Small improvements in clinical behaviors with standardized patients and clinic-based depression detection rates were not statistically significant. The Depression Education Program improved residents’ knowledge, confidence, and reported clinical actions with depressed patients, but did not improve most objectively assessed outcomes.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	0029-7844 1873-233X
DOI:	10.1016/S0029-7844(02)02510-3