TELLING STORIES: EFFECTIVE COMMUNICATION OF NEUROSCIENCE FOR AND BY CHILD AND ADOLESCENT PSYCHIATRISTS

David Ross; Hanna Stevens; Tara Thompson-Felix; Yale University

doi:10.1016/j.jaac.2022.07.803

Objectives Effective communication of neuroscientific findings is a core professional skill for psychiatrists. Psychiatrists receive little training and feedback on the skill of scientific communication that may be more useful for engaging a range of audiences. We must simultaneously distill complex topics to their core concepts, craft a narrative arc, convey key clinical applications, optimize the visual representation of data, and attend to the process of performance. These skills can be invaluable for disseminating key findings of cutting-edge research and for engaging colleagues, residents, and our community in compelling outcomes. Methods Bridging the gap between neuroscience research and clinical psychiatry practice is particularly important and underdeveloped for child and adolescent psychiatry. Huge leaps have occurred in the last few years in the basic neuroscience that is relevant to the work of child and adolescent psychiatry. Basic scientists are not necessarily the best people to teach scientific information to psychiatrists or the public in order to make the most relevant clinical connections, but many child and adolescent psychiatrists do not have the skill set to teach neuroscience. Results Within this 3-hour Workshop, we will first review online resources that can be used and how participants can develop skills to present in the same compelling way. We will showcase already available National Neuroscience Curriculum Initiative (NNCI) resources and demonstrate how these can be accessed by participants for their use in other settings. We will discuss evidence that supports that audiences receive information in specific ways that psychiatrists can use to better deliver messages about science that reduce stigma, support patient/family engagement, and lead to better treatment outcomes. We will then engage in alternating small and large groups to: 1) identify a key scientific topic to communicate; 2) determine the most compelling component of this topic and connect that to an introductory narrative; 3) understand how the science can be verbally and visually presented most clearly; and 4) complete the presentation of these elements in one brief overall talk. Conclusions Through this program, participants will take home already-established resources for communicating neuroscience and a framework that they develop in the session to make such communication possible in their own presentations.

TELLING STORIES: EFFECTIVE COMMUNICATION OF NEUROSCIENCE FOR AND BY CHILD AND ADOLESCENT PSYCHIATRISTS

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