European Psychiatry - Volume 41 - April 2017

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S894 25th European Congress of Psychiatry / European Psychiatry 41S (2017) S847–S910
Conclusions We developed tools to measure disease–specific
biomarkers in blood samples of patients for identifying individuals
at the greatest risk for future suicide attempts.
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.
EV1490
Risk factors for suicide in the
transgender community
A. Williams
Maricopa Integrated Health Systems, Psychiatry, Tempe, USA
Introduction Approximately 41% of transgender people attempt
suicide at least once in their lives compared to the rate of 5% in
the general population Transgender patients who have attempted
suicide once have a nearly 40% chance for making a third attempt
in their lifetime. Addressing the high rate of suicidality among
transgender people must be an important clinical concern dur-
ing treatment. Screening for suicidal ideation is important when
workingwith the transgender community. Knowing the risk factors
that affect the transgender community and creating interven-
tions to ameliorate these risk factors can decrease the negative
outcomes.
Method A literature review of articles pertaining to the transgen-
der community and suicidewas performed. Of 20 articles reviewed,
14 were pertinent.
Results The literature review showed several unique risk fac-
tors contribute to the high rate of suicide in this population:
lack of family and social supports, gender-based discrimination,
transgender-based abuse and violence, gender dysphoria and body-
related shame, difficulty while undergoing gender reassignment,
and being a member of another or multiple minority groups.
Discussion Aiding the transgender patient to develop coping
mechanisms for dealing with negative societal pressures and skills
in widening their social supports may help to reduce risk factors
and increase well-being for transgender patients. Assessing suici-
dal ideation in transgender patients, connecting themwith contacts
in the transgender community and utilizing CBT based techniques
to reduce dysphoria and to aid in coping may reduce risk of suicide
attempts. More research is needed in specific interventions in the
transgender community.
Disclosure of interest The author has not supplied his/her decla-
ration of competing interest.
e-Poster viewing: Training in psychiatry
EV1491
Improving medical student empathy:
Initial findings on the use of a book
club and an old age simulation suit
T. Barry ∗ hester , M. Fernando , A. Jebreel , M. Devine ,
M. Bhat
NELFT, Medical Education, London, United Kingdom
∗ Corresponding author.
Introduction Empathy is critical to the development of profes-
sionalism in medical students, but evidence suggests that empathy
actually declines over the course of undergraduate medical educa-
tion.
Objectives Improving medical student empathy by encouraging
students to think about the person behind the illness.
Methods Two interventions were studied. From December 2015
until November 2016, a fourth year psychiatry medical student
book clubwas conducted. Students were asked to read an autobiog-
raphy of a lived experience of psychosis. The old age simulation suit
aims to simulate the sensory and physical impairments faced by
older adults with age related illnesses. A training session provided
a transient experience of old age for the students.
Results Forty-four students completed the feedback on the book
club. Twenty-eight (64%) stated that they strongly agreed with the
statement ‘the book club encouraged me to consider the person
behind the illness’. Thirty-nine (89%) stated that after attending
the book club their empathy towards people with mental health
problems had increased. Eleven students completed full feedback
following the old age simulation session. Empathy statements
relating to living in an ageing body improved from the pre-test
median score of 4 (range 1–7) to a median score of 6 (range 2–8)
post-teaching session. Empathy statements focusing on sensory
and physical impairments had pre-test score median of 3 (range
1–7) and post-test median 8 (range 3–9).
Conclusions Feedback from these sessions has demonstrated that
with a little creativity, empathy training can be delivered tomedical
students with a positive impact.
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.
EV1492
Why a multidisciplinary workforce
needs a multidisciplinary education
team: Our experiences of providing
integrated training in a community
and mental health service
L. Chester∗, T. Barry , M. Fernando , M. Bhat
NELFT, Medical Education, London, United Kingdom
∗ Corresponding author.
Introduction North East London NHS Foundation Trust (NELFT)
provides an extensive range of integrated community and mental
health services for people living in London serving a population of
1.5million people. With an annual budget of £325 million NELFT
is one of the largest community service providers in the United
Kingdom (UK). NELFT is responsible for the education and training
of the entire workforce and in August 2016, it employed a nurse
fellow to work with the medical education fellows so it could focus
on multidisciplinary team (MDT) teaching.
Objectives (1) Providing MDT teaching by delivered by a MDT
medical education team.
(2) Improving the training experience of all trainees, nurses and
allied health professionals in NELFT.
(3) Improving physical health knowledge for mental health staff.
(4) Improving mental health knowledge of physical health staff.
Methods Two psychiatrists and one nurse manager worked
together on joint projects to deliver the MDT teaching. Teach-
ing sessions where at least one psychiatrist and nurse manager
delivered teaching on serious incidents affecting patient care, iden-
tification and management of sepsis in community settings and
empathy training using an old age simulation suit.
Results Multiple teaching sessions were delivered to MDTs
within the Trust. Staffs were receptive to learning in MDTs rather
than traditional splits according to professions. Due to the success
of this teaching and the reputation of the medical education team,
neighboring Trusts have expressed an interest in working in part-
nership with the team to further enhance teaching and learning in
acute and community settings.
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.