psychopharmacotherapy
Cytochrome P450 2D6 polymorphism and its impact on decision-making in psychopharmacotherapy: finding the right way in an ultrarapid metabolizing patient.
Paulzen M, Tauber SC, Kirner-Veselinovic A, et al. | |
“There is no dose–response relationship in psychopharmacotherapy” vs “pharmacotherapy in psychiatry is based on ligand–receptor interaction”: a unifying hypothesis and the need for plasma concentration based clinical trials
“There is no dose–response relationship in psychopharmacotherapy” vs “pharmacotherapy in psychiatry is based on ligand–receptor interaction”: a unifying hypothesis and the need for plasma concentration based clinical trials
PRACTITIONERS' USE AND PERCEPTIONS OF PERSONALITY DISORDER KNOWLEDGE IN PRACTICE AND TEACHING
Personality disorders are pervasive, affecting patients with psychiatric illnesses. While difficult to treat with pharmacotherapy, compared to Axis I disorders (e.g. depression, schizophrenia), Axis II disorders may impact the manner in which patients are approached by providers in the clinic. It may behoove faculty teaching psychopharmacotherapy to integrate personality disorders teaching into their curriculum. Recent work by Cates et al. showed that personality disorders are commonly given the lowest priority. As a clinician with experience in psychiatric pharmacy, I felt that knowledge of personality disorders was crucial to my practice and enriched my interactions with patients and professionals. As a professor of psychopharmacotherapy, I integrated personality disorders into every lecture using active learning methods (e.g. case-based vignettes, student reflection papers). I feel that our students benefitted from this integration. This study will survey practicing specialists regarding their perceptions, and use, of personality disorder knowledge in practice and/or teaching. Results will help determine if personality disorders should be a greater part of didactic Doctor of Pharmacy education.