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25th European Congress of Psychiatry / European Psychiatry 41S (2017) S238–S302


ers) less frequently answered that suicide risk is more alarming

in older adults than youths. They also less frequently disagreed

with questions asking if they had the training to deal with suicidal

patients. Students more frequently answered correctly on the asso-

ciation between depression and suicide risk, and less frequently

chose the correct answer on the seriousness of suicide intent in

borderline personality disorder. Students also more frequently dis-

agreed with questions asking on their suicide assessment skill.


Our study highlights that differences exist when it

comes to knowledge and skills related to suicide risk assessment

both among health professionals and students. Our results also

indicate that suicide awareness among these groups should be pro-


Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.


Psychiatric trainees: Swiss penknives

for a cheap price?

E. Sönmez

1 ,

, L. De Picker


, H. Ryland


, M. Pinto Da Costa



T. Gargot


, I. Viltrakyte


, R. Grassl



Marmara University Pendik Training and Research Hospital,

Psychiatry, Istanbul, Turkey


CAPRI, University of Antwerp, Psychiatry, Antwerp, Belgium


South West London and St Georges NHS Trust, Forensic Psychiatry,

London, United Kingdom


Hospital de Magalhães Lemos, University of Porto, Psychiatry, Porto,



Hôpital de la Pitié-Salpêtrière, Psychiatry, Paris, France


Vaik ˛u ligonine, Vˇs˛I VULSK filialas, Psychiatry, Vilnius, Lithuania


Psychoanalytiker i.A.u.S, Psychiatry, Vienna, Austria

Corresponding author.


Global trends in the nature of working conditions

pose significant threats to the training of medical professionals, as a

result of cuts in educational grants and the salaries of professionals

in training. Psychiatric trainees are not exempt from these changes.


To determine the current working conditions of psy-

chiatric trainees and how they impact on their experience of



A semi-structured survey was distributed to all mem-

bers of the European forum of psychiatric trainees. Responses were

collected online from 34 participating countries. The respondents

were representatives of national trainee associations. Data collec-

tion was completed between May and July 2016.


Respondents reported that the most important issues

affecting postgraduate training were firstly working conditions,

then salary, psychotherapy training and supervision, respectively.

The average official mandatory working hours for a trainee, includ-

ing on call duty was reported to be on average 40.16 (


10.14 hours

per week). In reality, the time that trainees report working is more

than 20% higher than official working hours (on average 49.08



per week). There is an officially recognized minimum vacation

period of 20 days in almost all countries, ranging up to a maximum

of 40 days (mean: 26.93


4.97, per year). Salaries demonstrate an

even greater variation, ranging from 100 Euros (as in the case of

Moldova), up to over 5000 Euros (as in the case of Germany or

Switzerland) per month.


Psychiatric trainees often work longer than the offi-

cially recognized hours and their income varies considerably

between countries, which have been identified as the two biggest

challenges trainees face.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.


Comparing learning outcomes for

mental health simulation training

delivered to entire clinical teams

versus professionals not working

together clinically

L. Valdearenas

, C. Attoe , S. Cross

Maudsley Simulation, South London and Maudsley Hospital NHS

Foundation Trust, London, United Kingdom

Corresponding author.


Working effectively with colleagues using a multi-

disciplinary and interprofessional approach is vital in healthcare,

particularly mental health, where the interface between physical

andmental health is oftenmisseddue to involvementwithdifferent

specialties. Collaborative clinical practice is essential to provide the

best clinical care to people experiencingmental and physical health

co-morbidities. Simulation training encourages experiential learn-

ing for human factors (or non-technical) skills, such as teamwork

and interprofessional collaboration. This study explored the differ-

ences in learning outcomes between team and non-team training

for physical and mental health co-morbidities.

Aims and objectives

This project aimed to establish differences

in human factors learning, confidence and knowledge, following

training for teams that work together versus interprofessional

groups from various teams. The project hoped to continue improv-

ing mental health simulation training and promote and enhance

human factor skills that are basic pillars of multi-disciplinary and

interprofessional care.


The human factors skills for healthcare instrument

(HFSHI), alongside confidence and knowledge measures were

administered to all participants pre and post simulation training

on interacting mental and physical health. A post-course evalu-

ation survey with open questions was used to collect qualitative

feedback on the impact of the training course.


With data collection ongoing, preliminary results indi-

cate differences between team and non-team simulation training,

with particularly interesting qualitative findings.


Learning outcomes may differ for team versus non-

team simulation training, evidencing the different value of these

two training set-ups.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.


Who learns more in interprofessional

mental health simulation training?

A study comparing learning outcomes

of different professionals who work in

mental and physical health care


L. Valdearenas

, C. Attoe , S. Cross

Maudsley Simulation, South London and Maudsley Hospital NHS

Foundation Trust, London, United Kingdom

Corresponding author.


Simulation training has the potential to develop

communication and teamwork skills, as well as technical knowl-

edge and competency. Mental health simulation training aims to

promote awareness of mental health conditions and to enhance

human factors (or non-technical) skills that will enable profession-

als that work inmental and physical healthcare settings to improve

their collaborative andpatient-centered clinical practice. This study

explored the differences in learning outcomes after a mental health

simulation course between different professionals–nursing staff,

medical staff, and allied health professionals.