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Insecure adult attachment has previously been linked to more severe psychopathology and to alterations within neuronal connectivity on a structural as well as functional level. Little is known about the resting state functional connectivity (rs-FC) of the attachment system in patients suffering from poly-drug use disorder (PUD). The present study investigated rs-FC at two measuring points (t1: ROI-to-ROI; t2: seed-to-voxel) in a sample of PUD patients (n = 33; Age: M = 30y; SD = 8y; Female = 15%). Adult attachment was measured with the German version of the Experiences in Close Relationships Scale (ECR-RD8). Furthermore, insecure attachment was correlated with depressive symptoms (ADS), trait anxiety (STAI) and general psychopathology (BSI-53). More insecure attachment was associated with increased trait anxiety, depressive and general psychiatric symptom burden in patients. Furthermore, we observed time-stable links between insecure adult attachment and increased rs-FC between the left lateral parietal default mode network (DMN LP) and bilateral parts of the salience network, as well as decreased rs-FC between DMN LP and medial parts of the DMN. Implications of the present study are highlighting the association between attachment security and brain areas related to affect regulation.

Background Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships. Methods Utilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy. In this study, Objective Structured Clinical Examination (OSCE) results from 1886 medical students were analyzed in total, stratified into the following groups: medical students in 2013 ( n  = 619) before CBBL implementation, and after CBBL implementation in 2015 ( n  = 624) and 2016 ( n  = 643). Results A significant improvement (adjusted p  = .002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min = 0, max = 25). Conclusion E-Case-Based Learning is an effective tool in improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

Background The current philosophical debate on empathy entails accounts of theory of mind and simulation as well as a phenomenological opposition. The first focuses on a detached observation of others from a 3rd person perspective and formulates the common claim that there is no direct access to the mental and emotional life of others, only simulation or analogy can grant access to the emotions and behaviour of others. The philosophical respectively phenomenological account of Fuchs instead opposes by focusing personal interaction within a 1st or 2nd person perspective claiming that the emotions of others are experienceable through bodily expression and bodily resonance. Fuchs offers an account of embodied affectivity that emphasizes the role of the (subjective) body for emotion and empathy. By experiencing the bodily expressed emotions of a vis-à-vis with and through the own body empathy and social understanding are bodily grounded. Following this core thesis Fuchs differentiates a primary, bodily empathy and an extended empathy that focuses on putting myself in the shoes of others (perspective taking). Discussion By comparison of different forms of social understanding as discussed in the phenomenological tradition – like contagion, sharing and empathy – it can be shown that extended empathy has an egocentric character. By putting myself in the shoes of others I miss a person’s otherness that transcends my capacity of imagination respectively the personal frame of my experience. Further Fuchs’ disregards that a bodily based empathy is co-structured by higher level form of understanding like contextual biographic knowledge. Conclusion The philosophical discussion offers fertile impulses for Medical Education (ME) and the training of empathic communication skills. The account of Fuchs highlights the role of bodily perception (proprioception) as a resource of understanding others. Thus proprioceptive skills of a physician can support the empathic understanding of the physician. The objection against the egocentric trait of perspective taking admonishes not to generalize the own perspective as decisive for empathy and to adopt an attitude that remains open to the otherness of a patient and its experiences.

The high prevalence of sexual dysfunction and the importance of sexual health issues in general stress the need for a physician to integrate sexual health issues in patient management. In this study, we evaluate the frequency of psychiatrists addressing sexual health issues as well as their attitude towards sexual health. Plus, we want to evaluate the multi-professional network for patient treatment that is needed by physicians for collaboration with other medical specialists and health care professionals. At total 100 psychiatrists (age range 30–60 years), participating at the annual meeting of the Austrian Society of Psychiatry, Psychotherapy, and Psychosomatics, were invited to self-assess their caring for patients’ sexual health issues and answer a self-report questionnaire. The return rate was 74%. A third of the participating psychiatrists and psychotherapists stated to address sexual health in patients in daily routine. Twenty-five percent of the physicians suspected sexual health problems in 60–100% of their patients but did not ask the patients about this topic. Mentioned reasons why patients would not actively address sexual problems were rated by the survey participants “a different problem was more important”, “lack of time”, and “embarrassment”. Only few of the participating psychiatrists stated to offer a consultation in sexual health to the patients, none to offer sexual therapy. A mentioned reason was “lack of competence regarding sexual health”. Twelve percent referred the patients with sexual issues to a physician with another medical specialization, especially to experts in gynaecology and obstetrics, to experts in urology, or to andrologists. However, a need for a network in the field of sexual medicine was stated and an unawareness of a sexual health care network: where to refer the patients in need. Our data showed an increased need in the routine treatment and management of sexual health care in psychiatrists and psychotherapists. Plus, the data stresses the need for professional sexual medicine qualification and for extended cooperation between different medical fields and health care professionals in order to integrate sexual health topics professionally in daily routine.

Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection is reported to induce and augment autoimmune processes. Moreover, postinfectious effects of coronavirus disease 2019 (COVID-19) are still poorly understood and often resemble symptoms of the acute infection phase. A patient with swollen extremities was presented to the Department of Angiology at the Medical University of Vienna with complaints of muscle and joint pain, paresthesia, and arterial hypertension with intense headache. Prior to these complaints, she had been suffering from various symptoms since November 2020, following a SARS-CoV-2 infection in the same month. These included recurrent sore throat, heartburn, dizziness, and headache. Paresthesia and muscle and joint pain started in temporal relation to a human papillomavirus (HPV) vaccination. Since the patient was suffering from severe pain, intensive pain management was performed. Skin and nerve biopsies revealed autoimmune small fiber neuropathy. The patient’s condition could be related to COVID-19, as her first symptoms began in temporal relation to the SARS-CoV-2 infection. Furthermore, in the disease course, antinuclear (ANA) and anti-Ro antibodies, as well as anti-cyclic citrullinated peptide (anti-CCP) antibodies, could be detected. Together with the symptoms of xerophthalmia and pharyngeal dryness, primary Sjögren’s syndrome was diagnosed. In conclusion, though biopsy results could not distinguish a cause of the disease, SARS-CoV-2 infection can be discussed as a likely trigger for the patient’s autoimmune reactions.

Mentalizing describes the human ability to comprehend one’s own and others’ mental states and is seen as one of the core competencies of psychotherapists. Current research has emphasized the importance of both early dyadic attachment as well as broader sociocultural environmental input on the development of mentalizing. This study investigates whether mentalizing skills, operationalized via reflective functioning (RF), might be influenced by training and working conditions. This study was a matched case-control comparison, cross-sectional study. RF was assessed in a total of 10 psychotherapy trainees working in private practice at the beginning (group A; n = 5) and end (group B; n = 5) of their psychotherapy training (training association: Gestalt Therapy, Institute of Integrative Gestalttherapy Vienna) and in a total of 40 health professionals (institution: General Hospital Vienna—Social Medical Center South, Vienna, Department of Psychiatry, acute psychiatric ward) at the beginning of (group C; n = 20) and without (group D; n = 20) mentalization based therapy training. The participants differed from each other regarding their training, but participants of the same institution were matched. RF scores were significantly higher in group A and B than in group C and D (A,C: p = 0.0065, Odds Ratio (OR): 0.0294; A,D: p = 0.0019, OR: 0.0132; B,C: p = 0.0065, OR: 0.0294, B,D: p = 0.0019, OR: 0.0132). RF scores were not significantly different among groups A and group B (A,B: p > 0.9999) or between groups C and D (C,D: p = 0.6050). The current study suggests that mentalizing skills might be rather slow to improve by training, but that they might be influenced by the context.

The integration of interdisciplinary clinical reasoning and decision-making into the medical curriculum is imperative. Novel, high-quality e-learning environments, encompassing virtual clinical and hands-on training, are essential. Consequently, we evaluated the efficacy of a case-based e-learning approach. The impact of a case-based interdisciplinary e-learning environment with an integrated question/feedback system on medical students' academic performance was examined in a cross-sectional sample of different study years, longitudinally matched per academic year. Differences between the groups were analyzed through an unpaired -test. The exam results of students who participated in the e-learning course ( = 296) were compared with those of all students at the university ( = 5,800). A statistically significant ( -value < 0.01) improvement in students' final examination grades was observed through intensive training on the offered platform. Our analyses demonstrated the positive influence of a case-based e-learning approach within the Viennese medical curriculum.

Background Standardized patients (SP) have been successfully utilized in medical education to train students’ communication skills. At the Medical University of Vienna communication training with SPs in psychiatry is a mandatory part of the curriculum. In the training, the SP plays the role of four different patients suffering from depression/suicidal tendencies, somatoform disorder, anxiety disorder, or borderline disorder while the student attempts to gather the patient’s medical history. Both the instructor and SP then give the student constructive feedback afterwards. Method The aim of the study was to evaluate the quality of the SP’s roleplay and feedback, using a self-created questionnaire. Additionally, we wanted to gauge the differences between the students’ and teachers’ evaluations of the SP’s role playing performance and feedback. Results The questionnaire was completed by 529 students and 29 teachers who attended the training. Overall, both students and teachers evaluated the SPs’ performance and feedback very well. In comparison to the responses given by the teachers, more students reported that the “SP overacted” while fewer students believed that the “SP could be a real patient”. The feedback given by the SP was evaluated similarly by students and teachers, suggesting that students are able to recognize the quality of constructive feedback. Furthermore, the SP’s quality of roleplaying was evaluated as the poorest while playing the psychiatric disorder “depression/suicidal tendencies.” Conclusions Our study showed that students and teachers appreciate SPs’ competence of role play and of giving feedback. However, further studies should be performed to figure out why both students and teachers alike evaluated the played psychiatric disorder “depression/suicidal tendencies” to be the worst.

IntroductionLong-term psychodynamic/psychoanalytic psychotherapy (LTPP) is a prevalent treatment option for complex mental disorders. Yet, little is known about the role of treatment intensity in LTPP. We present a study protocol for a systematic review and individual participant data (IPD) meta-analysis aggregating and analysing individual data from randomised and quasi-experimental trials by meta-analysis. The purpose is to (1) determine the treatment effectiveness of LTPP with low versus high intensity (up to 2 weekly sessions vs three or more), (2) compare their joint effectiveness to shorter therapies and treatments as usual, (3) identify predictors and moderators of treatment outcomes and (4) determine reciprocal relationships between different outcome domains (symptomatic and structural/personality change) over the courses of LTPP.Methods and analysisWe include studies from (randomised controlled trial, RCT) and quasi-experimental trials, where at least one condition was LTPP of high or low frequency. Long-term treatment is defined as ≥1 year or ≥50 sessions. To be eligible studies must include a standardised outcome measure of symptoms (global or disorder specific) with at least one proof of reliability. The primary outcome is symptom reduction (global or specific), secondary outcome criteria are reliable change, remission, functional capacities, personality, personality functioning and interpersonal pathology. Relevant studies will mainly be identified by searching relevant databases: PubMed, PsycINFO (via EBSCO), Web of Science (via Elsevier), Chochrane’s Central Register of Controlled Trials (via Wiley). Risk of bias will be evaluated in line with the Cochrane assessments tools for quasi-experimental trials and RCTs, respectively.Ethics and disseminationAggregation of data from primary trials collected based on ethics votes. Dissemination into clinical practice via open access publications of findings.PROSPERO registration numberCRD42022304982; Pre-results.

Background In this study, network analysis technique is applied to dissect the links between personality organization, reflective functioning, attachment security, primary affective traits, childhood trauma and psychopathological symptoms. Methods A total sample of 498 (77% female) participants from the general population was investigated. A cross-sectional network between personality organization [IPO-16], hypomentalizing [RFQ-6], attachment [ECR-RD8]), primary affective traits [BANPS-GL], depression, anxiety and somatization symptoms [BSI-18], addiction [WHO-ASSIST] and childhood trauma [CTQ] was estimated via the EBICglasso and relimp algorithm. Regularized partial correlation edge weights, node centrality, predictability, bridge centrality, relative importance and stability coefficients were analyzed. Results We observed personality organization, SADNESS and hypomentalizing as the most influential personality constructs within the investigated network. Personality organization and hypomentalizing were also observed as nodes with the highest bridge centrality, signifying their potential relevance as mediator between trauma, affect and psychiatric symptom severity. Conclusions The results enable a data-driven, in-depth examination of the complex and often reciprocal relations among psychopathological symptoms, childhood adversity and psychodynamic personality constructs. Our observations highlight critical interconnections among childhood trauma, primary affects, personality functioning and psychopathology and pinpoint personality organization, hypomentalizing and SADNESS as central psychodynamic personality constructs.