MANAGEMENT OF DEPRESSION IN CHILDREN WITH LUPUS ERYTHEMATOSUS SYSTEM

CASE REPORTMANAGEMENT OF DEPRESSION IN CHILDREN WITH LUPUS ERYTHEMATOSUS SYSTEMRisza Subiantoro*, Nining Febriyana**, Lestari Basoeki**, Endang Wasiki** *Participant in Specialist I Psychiatric / Psychiatric Education Program, Faculty of Medicine, Universitas Airlangga / Dr. Soetomo General Hospital, Surabaya, Indonesia Bumi Panua Hospital, Pohuwato, Gorontalo, Indonesia** Psychiatrist (Consultant), Teaching Staff at Department / SMF Psychiatry, Faculty of Medicine, Universitas Airlangga / Dr. Soetomo General Hospital, Surabaya, Indonesia ABSTRACT Depression is a comorbid in patients with Systemic Lupus Erythematus (SLE). Depression can affect up to 60% of adolescents who are comorbid. Depression in adolescents is likely many factors, etiology, psychological burden, chronic disease, effects of long term steroid treatment, social, cultural and genetic factors. Depression is frequently associated with poorer treatment outcomes and poor treatment and health care outcomes in individuals with SLE. In this case, we will discuss the available treatment options. Keyword: Child Depression, Erythematous Systemic Lupus, Management.

Burnout: modeling, measuring, and managing

Objective: As burnout has been neglected in medical and psychiatric education, we seek to provide a summary overview. Methods: We extract salient findings from the published literature and offer some challenges. Results: We critique the current principal model of burnout, argue for broadening the symptom constructs and for a diathesis-stress model where a perfectionistic personality style is a key predisposing factor, and observe that burnout is not limited by those in formal work. We argue that burnout is not synonymous with depression, overview biological underpinnings, and summarise a three-fold management model. Conclusion: As many burnout patients are referred to psychiatrists, awareness of its symptom pattern and management nuances is of key importance.

Teaching LGBT+ Health and Gender Education to Future Doctors: Implementation of Case-Based Teaching

Improving the education of medical students and physicians can address the disparities in LGBT+ (lesbian, gay, bisexual, transgender, and others) health care. This study explored how teachers used case-based teaching to teach medical students about gender and LGBT+ health care and discussed the implementation and effectiveness of case-based teaching from the perspective of the teachers and students. This study employed the case study method and collected data through semi-structured interviews. This study used two gender courses in clinical psychiatric education as case studies. Two teachers and 19 medical students were recruited as participants. The findings of this study were as follows: (1) effective cases links theory to clinical practice and competency learning; (2) experience sharing by LGBT+ is highly effective; (3) discussions promote the effectiveness of case-based teaching; and (4) the challenges of case-based teaching included time limitations, the multiplexity of the cases, and multilevel learning. This study also found that using narrative cases is a form of narrative pedagogy, which can help students to integrate medicine, gender, and LGBT+ competency education. A successful narrative case–based teaching strategy involves teachers integrating knowledge related to gender, guiding students through the cases to understand the importance of these cases, and reflecting on the medical profession to make improvements. However, teachers face challenges in this approach, such as changes in the school’s teaching culture and a lack of institutional support.

Achievements and challenges in psychiatric education and training in Sri Lanka

When compared with other Asian countries, psychiatric education and training in Sri Lanka has made significant developments during the past two decades, such as introducing psychiatry as a separate final year subject in the undergraduate medical curricula. However, further developments in psychiatric training in medical education are needed.