Opracowanie programu nauczania neuropsychiatrii dla psychologów klinicznych i neuropsychologów: Badanie e-Delphi
Developing a Neuropsychiatry Curriculum for Clinical Psychologists and Neuropsychologists: An e-Delphi Study
W skrócie
[Preprint - wstępne wyniki] Badanie wykazało, że zaburzenia neuropsychiatryczne (łączące objawy neurologiczne i psychiatryczne) są częste w lecznictwie, ale słabo uwzględniane w szkoleniu psychologów. Eksperci z trzech rund konsultacji opracowali listę 40 podstawowych i 38 dodatkowych zagadnień do nauczania, obejmujących epilepsję, udar mózgu, urazy głowy, demencję oraz zaburzenia autoimmunologiczne. Program stanowi ramę do nauczania neuropsychiatrii w szkoleniu psychologów, z możliwością dostosowania do różnych ośrodków medycznych.
Oryginalny abstract (angielski)
Objective Neuropsychiatric presentations are common across neurological and mental health services but they are often inadequately covered by core clinical psychology and clinical neuropsychology training. Consequently, we aimed to identify components for a neuropsychiatry curriculum for clinical psychologists using a Delphi process. Method We completed a three-round e-Delphi study with 19 experts (clinical psychologists, neuropsychologists, psychiatrists, neurologists, individuals with lived experience of neuropsychiatric disorders). Round 1 collected ratings on 80 syllabus items derived from textbook reviews, conference topics, and a scoping review of neuropsychiatry syllabuses. Items failing to reach consensus were refined, and new topics added via free-text suggestions. Rounds 2 and 3 repeated rating and thematic analysis, culminating in a consensus meeting where items were classified as core or supplementary. Consensus thresholds were set at mean ≥ 2.0, mean distance from the mean ≤ 0.2, and ≥ 75% agreement for final decisions. Results The process yielded 40 core and 38 supplementary syllabus items. Core topics include autoimmune and neuroinflammatory disorders, delirium, functional neurological disorders, neuropsychiatric sequelae of epilepsy, stroke, traumatic brain injury, dementia, and multidisciplinary working, among others. Supplementary items covered background knowledge of less frequent but still prevalent disorders as well as competencies in interpreting clinical data alongside conceptual and historical issues. The final component list reflects both clinical competencies and emerging areas of practice, emphasising assessment, formulation, psychological interventions, cultural considerations, and medicolegal aspects. Conclusions The e-Delphi-derived curriculum provides a framework for neuropsychiatric competencies for postgraduate psychology training with modification needed for application in diverse healthcare settings.