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S62

24th European Congress of Psychiatry / European Psychiatry 33S (2016) S56–S71

2

Institute of Psychological Medicine IPM, Department of Psychiatry,

Psychotherapy, Ludwig-Maximilians-University, Haag o.B., Germany

Corresponding author.

Introduction

In most European countries postgraduate training

for specialization in psychiatry and psychotherapy is acquired over

the course of 4–6-year programs. In the European Union, qualifi-

cation in one country is recognized within other countries of the

Union.

Objectives and aims

To analyze the present situation of

psychopharmacology-pharmacopsychiatry postgraduate teaching

in Europe and to present the needs and preliminary instruments

for improving the situation by harmonization of the programs.

Methods

Analysis of the data available from national psychi-

atric societies and from the literature; development of a consensus

among experts in this field.

Results

Despite efforts to standardize post-graduate training, the

curricula in different European countries vary greatly. This vari-

ability limits comparability between countries and international

exchange while carrying consequences in the breadth and quality

of education that trainees receive. Literature and curricula mainly

published in USA as well as a recently published curriculum and

learning catalogue in Germany

[1] o

ffer useful tools for the devel-

opment of a curriculum at a European level.

Conclusions

There is clearly a need for standardization of

psychopharmacology-pharmacopsychiatry teaching at the Euro-

pean level. This can be achieved by the introduction of a curriculum

and learning catalogue developed by European experts and based

on tools already available.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

Reference

[1] Laux G. Proposal for a model psychopharmacology curriculum

for psychiatric residents in Germany. Psychopharmakotherapie

2014;21:64–8.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.952

W19

Proposal for a model

psychopharmacology curriculum for

psychiatric residents in Germany

G. Laux

Institute of Evidence-based Medicine in Psychopharmacotherapy,

Institute of Psychological Medicine, Haag

i.OB

, Germany

All German societies of medicine have been ordered by the Fed-

eral Association of Physicians (Bundesärztekammer) to propose

new revised regulations for the education of residents. The Ger-

manAssociation for Psychiatry, Psychotherapy and Psychosomatics

(DGPPN) is offering a broad extension of education in psychother-

apy while education in pharmacotherapy is still rather small and

limited. The working group Biological Psychiatry of the German

Association of Psychiatric Hospitals (Bundesdirektorenkonferenz,

BDK) suggests a detailed proposal of a psychopharmacology cur-

riculum based on a Delphi method consent of medical directors

involved in the education of the majority of German psychiatric

residents. Issues include general pharmacology, neurobiological

principles, clinical pharmacology of different classes of psychotrop-

ics (antidepressants, antipsychotics, mood stabilizers, anxiolytics,

hypnotics, stimulants etc.), special aspects (e.g. pregnancy, geri-

atric patients) as well as ethical, legal and economic aspects. About

160 hours of theoretical education are proposed, clinical teach-

ing should be interactive, with vignettes and supervision covering

about 300 hours.

Disclosure of interest

The author has not supplied his declaration

of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.953

W20

Psychopharmacology during

residents’ training: The role of

scientific societies

P.M. Llorca

Hôpital Gabriel Montpied, Psychiatry department, Clermont-Ferrand,

France

In France, psychopharmacology is supposed to be one of the bases

of the training during the first year of residency. But there is no

standardization in the content of the psychopharmacology courses

for residents from one region to another. There is also a debate

around the way psychopharmacology has to be learned by young

professionals, with the development a narrative approach that

seems to have a pedagogic relevance, opposed to a more aca-

demic approach. In this context, the French Society for Biological

Psychiatry and neuropsychopharmacology developed a program

of specific psychopharmacology workshops for residents. These

workshops combine a fundamental pharmacologic approach, with

a more clinical evidence-based one, trying to take into account the

discrepancy that residents may experienced between knowledge

and every day practice, around specific topics (e.g. polypharma-

cotherapy). This program highlights different issues in the domain

of the psychopharmacology courses for residents around the for-

mat (e.g. on-line courses versus face-to-face courses), the topics

and the content of the courses (e.g. categorical approach of pre-

scription versus dimensional approach). It underlines the need

for a clear definition of what has to be known by residents in

this field but also how this initiative can be implemented for a

large number of residents using numeric tools and what is the

role of scientific societies and their interactions with academic

teaching. The funding of such programs has also to be defined and

clarified.

Disclosure of interest

The author has not supplied his declaration

of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.954

W21

The new neuroscience based

nomenclature of neuropsychotropic

drugs: A chance for a better

understanding and teaching of

clinical psychopharmacology

H.J. Möller

Psychiatric University Hospital Munich, Munich, Germany

Traditional psychopharmacological terminology is based on his-

torical grounds and under different aspects not systematic and

rational. It even tends to confuse patients by prescribing a

drug that does not reflect their identified diagnosis, prescribing

“antipsychotics” to depression. Four major colleges of neuropsy-

chopharmacology (ECNP, ACNP, Asian CNP, an CINP) proposed

a new multi-axial pharmacologically-driven nomenclature. The

template has five axes: 1- class (primary pharmacological tar-

get and relevant mechanism); 2- family (reflecting the relevant

neurotransmitter and mechanism); 3- neurobiological activities;

4- efficacy and major side effects; and 5- approved indications.

The results of the surveys suggest that the clinicians found the

available indication-based nomenclature system dissatisfactory,

non-intuitive, confusing, and doubt-inducing for them and the

patients. The proposed five-axis template seeks to upend current

usage bay placing pharmacology rather than indication as the pri-

mary axes. With the proposed nomenclature relating primarily to

Axis 1 – the class, and usage of the other axes would largely depend

the extent to which the clinician seeks to deepen the scientific and

clinical base of his involvement.