European Psychiatry - Volume 41 - April 2017

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25th European Congress of Psychiatry / European Psychiatry 41S (2017) S238–S302 S301
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.
Conclusions 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-
moted.
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.
EW0573
Psychiatric trainees: Swiss penknives
for a cheap price?
E. Sönmez ∗, L. De Picker , H. Ryland , M. Pinto Da Costa ,
T. Gargot , I. Viltrakyte , R. Grassl
1 Marmara University Pendik Training and Research Hospital,
Psychiatry, Istanbul, Turkey
2 CAPRI, University of Antwerp, Psychiatry, Antwerp, Belgium
3 South West London and St Georges NHS Trust, Forensic Psychiatry,
London, United Kingdom
4 Hospital de Magalhães Lemos, University of Porto, Psychiatry, Porto,
Portugal
5 Hôpital de la Pitié-Salpêtrière, Psychiatry, Paris, France
6 Vaik ˛u ligonine, Vˇs˛I VULSK filialas, Psychiatry, Vilnius, Lithuania
7 Psychoanalytiker i.A.u.S, Psychiatry, Vienna, Austria
∗ Corresponding author.
Introduction 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.
Objectives To determine the current working conditions of psy-
chiatric trainees and how they impact on their experience of
training.
Methods 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.
Results 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 ±15
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.
Conclusion 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.
EW0574
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.
Introduction 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.
Methods 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.
Results With data collection ongoing, preliminary results indi-
cate differences between team and non-team simulation training,
with particularly interesting qualitative findings.
Conclusions 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.
EW0575
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
settings
L. Valdearenas ∗, C. Attoe , S. Cross
Maudsley Simulation, South London and Maudsley Hospital NHS
Foundation Trust, London, United Kingdom
∗ Corresponding author.
Introduction 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.