Page 1 of 10
Advances in Social Sciences Research Journal – Vol. 11, No. 10
Publication Date: October 25, 2024
DOI:10.14738/assrj.1110.17726.
Löffler-Stastka, H. (2024). Faculty Building for Personalized Medicine and Care. Advances in Social Sciences Research Journal, 11(10).
354-363.
Services for Science and Education – United Kingdom
Faculty Building for Personalized Medicine and Care
Henriette Löffler-Stastka
Postgraduate Program of Psychotherapy Research,
Postgraduate Unit, Medical University of Vienna, Vienna,
AT and Deptartment of Psychoanalysis and Psychotherapy,
Medical University of Vienna, Vienna, AT
ABSTRACT
Personalized medicine and care always places the patient at the center and requires
psychosocial interprofessional skills. Using the example of personalized care, which
is conceived as clinical, biopsychosocial work in an interdisciplinary, care-relevant
manner, it is shown why comprehensive and differentiated abilities are required
for this activity. According to grounded theory methodology, an interview-study
with several experts in the field was carried out in a cyclical research design. As a
result, problem definitions and solution concepts suggested to focus existing and
development of new curricula or curriculum elements, to focus training processes
and students’ qualification profiles for the respective personell-, organizational- development and faculty building. The qualification profile, definitions of learning
objectives, as well as their effective implementation and didactic mediation
possibilities are empirically reviewed and presented in an overview and exemplary
manner. The training is designed to be practice-relevant, patient-centered with
sufficient personal reflection skills, which are conveyed through teaching in
continuous small groups. Selection procedures and internships take into account
the requirements of psychosocial care and academic standards. Workplace-based
examinations and case-oriented feedback develop the trainees into professional
workers. A priori necessary basic competencies are presented and discussed in
order to further elaborate empirical research and curricular strategies. Therefore,
the respective faculty building can be derived.
Keywords: qualification profile, internships, didactics and learning objectives,
metacompetencies, admission, approbation.
INTRODUCTION
Considering the requirements for personalized care-related work, we first have to focus the
patients, their needs according to the biopsychosocial paradigm. Precision medicine offers clear
insights in to the molecular, genetic, biological base of illnesses. For the psychosocial part a
problem definition is necessary:
Nationally, 23.8% of the Austrian population suffers from mental illnesses, with only 14%
covered by the current care system. Only 3.8% of the Austrian population currently receive
psychotherapeutic treatment. The economic damage caused by mental illness amounts to €13.9
billion per year, corresponding to 4.3% of gross domestic product [1,2]. In terms of prevalence,
current studies [3,4] show that 40% of the population suffer from a mental illness at least once
in their lifetime. These include, in particular, anxiety, depression, addiction and somatic
Page 2 of 10
355
Löffler-Stastka, H. (2024). Faculty Building for Personalized Medicine and Care. Advances in Social Sciences Research Journal, 11(10). 354-363.
URL: http://dx.doi.org/10.14738/assrj.1110.17726
symptom disorders. These mental disorders have overtaken somatic illnesses in the ranking of
the most common illnesses and clinical complaints in Austria [5].
At European level, the one-year prevalence of depressive symptoms in the European Union was
6.6% in 2019, with a prevalence rate of 4.3% in Austria [6]. The EU comparison is led by
Luxembourg with 10.0%, followed by Germany with 9.2%, where there is a disproportionately
high rate of 11.5% compared to the EU average of 5.2%, especially among younger patients [6].
Depression plays a leading role in the globally calculated burden of disease, with major
depressive disorder accounting for 8.2% of years lived with disability worldwide in 2010, just
behind the leading chronic back pain [7]. The illnesses from the schizophrenic spectrum are
characterised by their frequent psychic comorbidities such as depression, personality
disorders, stress disorders, anxiety disorders and sleep disorders [8], but addiction disorders
account for the highest comorbidity rates at 50-80% [9], which is just as high as the underlying
somatic illnesses in hospitalised schizophrenic patients [8]. The mortality rate is 2.6 times
higher compared to healthy collectives [10]. This is due to accidents, suicides, addictions or the
often poorly treated underlying somatic diseases [8]. Even with optimal therapeutic treatment,
10% of the suffering patients are considered permanently disabled and over 80% of the
patients are either not in employment or not fully employed, which means that there is a very
great need for public support for this patient group [8]. A large-scale analysis of epidemiological
studies in the EU (1990-2010) on a wide range of mental and neurological disorders with "best
estimates" for one-year prevalence showed that at least 164.8 million of the total 510 million
EU citizens suffered from one or more brain disorders (mental and neurological disorders) in
the past year [11].
Globally, the burden of disability due to mental and neurological disorders is greater in the EU
than in other regions of the world: in terms of disability-adjusted life years (DALYs), they were
estimated to account for 26.6% of the total DALY burden (all causes) (30.1% for women, 23.4%
for men) and 42% of all diseases in terms of years lived with disability (YLD). The largest
proportion (60-70%) of the DALY burden from "diseases of the brain" was attributed to mental
disorders in this study. The study found no evidence of increasing or decreasing rates of mental
disorders overall when looking at the same diagnoses with an overall prevalence of 27.4% in
2005 compared to 27.1% in 2011. Cross-sectionally, many cases with a mental disorder have
more than one disorder - the comorbidity rates increase with age. Only 14-36% (depending on
the country) of all patients with mental disorders are in contact with professional health
services. Only half of them receive reasonably adequate treatment (treatment rates are highest
for psychotic and eating disorders; 72% and 61% respectively). In contrast to the high direct
treatment costs for various neurological disorders, mental disorders cause high indirect costs
(e.g. absence from work) that can be directly linked to inadequate treatment services. A recent
analysis of the DALY burden is based exclusively on data from the Global Burden of Disease -
Global Burden of Disease study [11] and indicates a much higher proportion for the burden, as
in addition to the impact of mental disorders, the close relationship between somatic (e.g.
COVID-19) and mental health has been further explored in recent years, which can be expected
to increase the need for mental health care [12].
WORK IN THE PSYCHOSOCIAL FIELD
Psychiatry, psychotherapy, psychotherapeutic medicine and psychiatric-psychotherapeutic
care in the broader sense are a rapidly growing professional field. Psychiatric treatments are
Page 3 of 10
356
Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 10, October-2024
Services for Science and Education – United Kingdom
proving to be just as effective as those for other medical conditions. Treatment strategies and
care approaches have been completely revolutionised, the emphasis is now on outpatient care
in the community, from rehabilitation to early diagnosis, and it is clear that many strategies for
the prevention of psychiatric illness are within reach. Psychiatric research has experienced an
unprecedented boom due to advances in neuroscience, and progress in understanding
mechanisms and causes is multiplying and accelerating thanks to neuroimaging and genomics.
Technological advances go hand in hand with the ever-increasing drive towards a more
personalised medicine, where psychiatry and psychotherapy can make significant
contributions to mental health. The above comments make it clear that there is also a need for
increased measures to improve psychosocial care and prevention.
The knowledge, on which this field of work is based, is traditionally departmentalized or
“compartementalised”, developed and researched according to the various disciplines, and the
requirements as well necessary skills for working in the psychosocial field are considered in
each discipline separately. However, multi-professional care and interdisciplinary
collaboration are essential in the care of people with mental illnesses [13].
CONCEPTS FOR THE TREATMENT
The harmonisation of psychiatric and psychotherapeutic care and standards for mental health
care in Austria, as well as compliance with European training standards for the medical
specialty of psychiatry and psychotherapy, is essential for integrated care. Improving the
training of mental health professionals and non-mental health professionals, promoting the
exchange of best practice between countries, improving working conditions for mental health
professionals and exploring new working models, including changing roles and
multidisciplinarity, are essential (see Figure 1).
By promoting exchange/collaboration between healthcare professionals, ethical and human
rights standards (cf. destigmatisation campaigns), mental health care and prevention, as well
as access to psychiatric and psychotherapeutic care can also be supported.
New responses to an evolving world must be found by exploring the challenges and
opportunities of digitalisation, AI, climate change, urbanisation and migration, especially in
terms of their impact on mental health, particularly among young people. Improving crisis
response capacity, implementing public mental health and prevention measures, providing
adequate funding for research in the fields of psychiatry and psychotherapy, public mental
health and prevention strategies must be addressed as well as strategies for health in all policy
areas.
Although it is already known that interdisciplinary collaboration improves patient care [13],
descriptions of the necessary skills and studies on the effectiveness of interdisciplinary
collaboration are rare [14]. For this reason, the Medical University of Vienna attached great
importance to interprofessional education and training in its "White Paper on Teaching" (2018)
[15]. Medicine and also the field of psychotherapy have a specific catalogue of competence
levels [16,17], which includes a qualification profile for interdisciplinary collaboration in the
psychosocial field. From this, the derivation of learning objectives for clinical work [16], a
corresponding didactic concept along Bloom's taxonomy and the requirements for strategic
curriculum-development, higher education didactic or personnel development effects for
Page 4 of 10
357
Löffler-Stastka, H. (2024). Faculty Building for Personalized Medicine and Care. Advances in Social Sciences Research Journal, 11(10). 354-363.
URL: http://dx.doi.org/10.14738/assrj.1110.17726
interdisciplinary teaching and professional socialisation characterised by respect, trust and
empathy can be clearly derived [18].
Developments, results and trends in psychotherapy research suggest that clear consequences
should be drawn for the conceptualisation of training of personalized care. Particularly in
connection with universities, which are committed to research-led teaching, a meta-discourse
has been introduced that enriches both areas - training and psychotherapy research - and
represents an enormous potential for development in order to fill research gaps. At a
curriculum-strategic level, a psychotherapy portfolio consisting of several courses has been
established at the Medical University of Vienna since 2013, some in cooperation with other
educational institutions. On the medical didactics side, a number of employees have completed
a Master of Medical Education (MME) programme on the topic of interprofessional teaching.
Human resources development has also taken up interprofessional collaboration and offers
courses on psychosocial skills together with continuing education, meaning that chairs in
research areas related to the medical health professions are slowly being established.
SPECIFIC QUALIFICATIONS
In order to generate a stronger social orientation and an assessment of the qualification profile
with regard to its treatment efficiency despite intensive regional anchoring, content-related
discussion and empirical research in the direction of institutional research are necessary. Since
the patient is always at the center of integrated care, psychosocial interprofessional
competence and its mediation is always linked to a care plan, legally covered and coordinated
with the respective providers. This strategy, which must be strictly adhered to, inevitably
results in a socially relevant agenda. HealthCare research and training research on didactic
issues are necessary:
In order to understand the challenging efforts to implement the idea that within psychosocial
care the subjective meaning is essential for treatment processes, we conducted an interview
Page 5 of 10
358
Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 10, October-2024
Services for Science and Education – United Kingdom
study that showed us the necessity to go deeper into the question of care in a systems- theoretical way.
Investgation
An interview study was conducted in a cyclical research design [19] with experts from different
disciplines and domains responsible for health care, who had already been involved in
questions on public mental health care planning, effectiveness for chronically and severely
disturbed patients or ethics of care in their area of responsibility (e.g., medical education,
curricular development, design of health care pathways, etc.). Material was analyzed according
to the thematic coding paradigm.
As a result, contexts and problems of action were mentioned (Tab.1) suggesting to focus timely
mandatory organisational development and faculty building strategies; equality of treatment,
care ethics, multiplication and collaboration, inclusion of all stakeholder, patients, their
relatives and the respected advocacy, were seen as facilitators for implementation. Patient-,
stakeholder- and students’ involvement was mentioned as strategy to build up structures, also
toward new curricula of psychotherapy. An overview of condensed themes is given in Table 1.
Table 1: Code family: Contexts and problems of action according to expert perspectives
Thematic Codes Perspectives Health Policy Advice Health Care Administration Health Insurance
Social security & health policy employer perspective
Health policy employee perspective
Health Care Research and Health Policy Advice
Health Care Research and Psychosocial Strategy
Development
Psychotherapy Care and Professional Representation
Psychosocial Services and Professional
Representation
Legal protection
Patient Advocacy
Patient (Representation)
Planning & lobbying 19 14 4 6 29 3 13 19 3 5 3 16
Readiness 9 7 4 7 23 3 16 6 2 4 4 10
Organizational responsibility 4 7 2 10 17 3 11 2 6 16
Complaints & advocacy 1 5 1 10 8 1 1 16 1
Professional development policy 4 18 1 4 7 1 3
Self-help & representation of affected
persons
5 1 3 4 2 19
HealthCare research & scientifically
based support
2 1 5 7 1 9 2 3 2
Relatives & relatives' representatives 4 1 1 1 5 9
Health policy responsibility 4 1 1 5 2 2 1 2 3
Visibility 1 1 2 1 4 2 1 3 4 1
Ignorant environments 2 1 1 4 1 4 6 1
Control within the legal framework 1 8 1 6 1
Relevance of the person or being
networked
1 4 3 3 2 4
Page 6 of 10
359
Löffler-Stastka, H. (2024). Faculty Building for Personalized Medicine and Care. Advances in Social Sciences Research Journal, 11(10). 354-363.
URL: http://dx.doi.org/10.14738/assrj.1110.17726
Networking 2 1 4 2 3 5 1 1 1
Legal protection 3 10 1
Patient representation 2 . 1 6 4 1
Political will fixation 1 1 1 1 2 1
Conflict management 3 1 1
Legend Table 1: The numbers show the amount and frequency of the codes mentioned.
SKILLS PROFILE
Every training effort and curriculum is based on a qualification profile. The core competence
for the treatment of the mentally ill [20] is mentalisation competence [21]. In addition to the
therapeutic relationship, which in turn is influenced by the attachment capacity or ability to
bond, empathy is one of the general factors for psychotherapeutic effectiveness. The latter is
closely linked to factors that are considered essential for the psychotherapeutic profession:
Openness and curiosity, humanity and attentiveness, integrity and social as well as
multicultural sensitivity, patience and tolerance, etc. [22].
The core competence of mentalisation skills is closely related to empathy skills and
interprofessional competence and has already been investigated with regard to its trainability
in various professional groups in the care context [23,24]. In order to develop an institutional
research agenda from regional research work, international networking is essential:
The experiences and approaches presented here should be seen in the context of a project that
has been running since 2011 and is being conducted worldwide by the Society of
Psychotherapy Research Interest Section on Therapist Training and Development (SPRISTAD)
[25,26,27]. In the globally different training programmes, the qualification profiles (ability to
reflect, interdisciplinarity, etc.) were similar and the definition of criteria for the selection of
applicants was also the most uniform result across countries: the admission criteria focused
mainly on personal qualities (empathy, self-awareness and good mental health), supplemented
by the assessment of relevant intellectual qualities (psychological thinking, theoretical
interest), as well as the commitment to relationship-based experiential learning. Because of this
research-based approach, there is potential for development and implementation at several
universities.
DIDACTICS
I As the focus of the training is on clinical practice, the teaching of theory is linked to specific
case material. The ongoing group work enables a detailed study of cases (problem-oriented,
patient-centred) with a review of the relevant literature [25,28]. The small group works at the
beginning and end of a module/topic block, or fortnightly over 3 or more years in the case of
longer topic blocks. As part of bedside teaching, students work on and discuss their own cases
[29] under supervision on a weekly basis in the advanced course so that the theory can be learnt
and consolidated in everyday working life [30].
In terms of didactic considerations, the concept of the "flipped classroom", the teaching of
theory over long periods of self-study, case-oriented teaching [29], the teaching of applied
knowledge via simulated patients [31] and learning using scenarios, integrated thematic
instructions [28], as well as the promotion of polythematic network and cross-linking thinking
through routine team meetings are important. Reflection skills are required and promoted
Page 7 of 10
360
Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 10, October-2024
Services for Science and Education – United Kingdom
through a "learning diary" in the "Empathy Lab" [24] and in the plenary discussion by naming
the challenges and opportunities of interprofessional collaboration (similar to a SWOT
analysis) [23,32]. Interactive questions in e-CBBL lessons [28,29], the students' own case
presentation and attitude reflection have so far proven to be the most beneficial measures for
learning progress in interdisciplinary work [33]. The evaluation (case control study) using a
questionnaire on interprofessional socialisation is ongoing.
Didactic concepts and considerations for admission have been developed with the target
planning of the meta-competences to be achieved: resilience, self-organisation, self-reflection,
basic digital competence, communication and learning competence.
INTERNSHIPS
The duration of the internships in inpatient and outpatient facilities corresponds to
international guidelines [18,25] and is linked to the regular review of the number of cases
treated in each facility with regard to training sovereignty. The practical activity includes case
work, case reports, case studies, case series and, furthermore, the development of a concrete
research design in the professional field. The academic examination (e.g. also in the form of a
Master's thesis) therefore includes data from the student's own professional
field/organization, provided that empirical scientific research designs are chosen. If field
research methods, interview methods or grounded theory methods are chosen, the Master's
thesis contains narratives or individual case descriptions that are processed anonymously in
accordance with "good scientific practice". In all cases, the guidelines of research ethics must
be observed. Here, too, the focus is on interdisciplinarity at the practice level and also at the
research level, which is integrated into treatment plans (including diagnostics, indication
procedures) [30].
RESUME
Interdisciplinary work is essential for university development, curriculum design, research
strategy and personnel development in the face of increasing specialization, individualization
and the enormous growth in knowledge. A bio-psycho-social approach in the sense of an
integrated approach is indispensable, especially when working with and treating the mentally
ill. Since university development is always a research-led process, evidence-based management
can benefit from the experience of psychotherapy, interdisciplinary work in integrated care and
its didactic concepts and mixed-methods research perspectives that integrate multi- and
interdisciplinary findings from biomedicine, psychology, statistics, social and behavioral
sciences, education, social work, sociology, politics as well as the perspectives and experiences
of non-scientific actors. An "integrated interdisciplinarity", which overcomes the typical
additive character of current interdisciplinary work and can better grasp the inherent
complexity of public health, can provide impetus for several universities, as shown here.
Systems science thinking approaches as useful metatheoretical, self-reflective approaches to
integrated competence development have been proposed here. Developments, results and
trends in psychotherapy research suggest that clear consequences should be drawn for the
conception of psychotherapeutic training. The didactic models presented here reach far into
several disciplines and universities that focus on the treatment of people and are committed to
relationship-based experiential learning. Since the patient is always at the center of integrated
care, psychosocial interprofessional competence and its mediation is always linked to a care
Page 8 of 10
361
Löffler-Stastka, H. (2024). Faculty Building for Personalized Medicine and Care. Advances in Social Sciences Research Journal, 11(10). 354-363.
URL: http://dx.doi.org/10.14738/assrj.1110.17726
plan, legally covered and coordinated with the respective providers and stakeholders. This
strategy, which must be strictly adhered to, inevitably results in a socially relevant agenda.
The practice of "integrated interdisciplinarity", which is made possible by systems thinking,
allows an understanding of the treatment of the mentally ill in the field of public health. The
educational field of psychotherapy was chosen as an example, as this discipline has a long
tradition of research-led interdisciplinary collaboration. This forms the basis for more holistic
university strategic responses that also involve society as a whole in a critical dialog in order to
jointly develop and shape actions, measures and strategies.
References
[1] Wancata J. Prävalenz und Versorgung psychischer Krankheiten in Österreich. Medizinische Universität
Wien: Abteilung für Sozialpsychiatrie, 2017.
[2] Löffler-Stastka H, Hochgerner M. Versorgungswirksamkeit von Psychotherapie in Österreich. psychopraxis.
neuropraxis.2021;24:57–61. . https://doi.org/10.1007/s00739-020-00686-w
[3] OECD. Mental Health and Work: Austria. Paris: OECD, 2015, 2020.
[4] Rieß G, Löffler-Stastka H. VersorgungsNOT – Psychotherapie als zentrale, aber marginalisierte
Versorgungsleistung im Gesundheitssystem. Der Preis der Ignoranz - was kostet es uns als Gesellschaft?
Psychotherapie Forum. 2022; 26:136-143. DOI:10.1007/s00729-022-00210-y
[5] Statistik Austria. Krankenstandsfälle seit 1990 nach Diagnose. https://www.statistik.at/ 2020. Status from
30.11.2023.
[6] Hapke U, Cohrdes C, Nübel J. (). Depressive Symptomatik im europäischen Vergleich - Ergebnisse des
European Health Interview Survey (EHIS) 2. 2019. https://doi.org/10.25646/6221, status from 30.11.2023
[7] Ferrari AJ, Charlson FJ, Norman RE, Patten SB, Freedman G, Murray CJL, ... Whiteford HA. Burden of
depressive disorders by country, sex, age, and year: Findings from the global burden of disease study 2010.
PLoS Medicine. 2013;10(11): e1001547. https://doi.org/10.1371/journal.pmed.1001547
[8] Lieb K, Frauenknecht S, Brückner A, Brunnhuber S, Förstner U, Huss M, ... Voderholzer U. (Hrsg.)
Intensivkurs Psychiatrie und Psychotherapie (9. Auflage). München: Elsevier. 2019.
[9] Gaebel W, Hasan A, Falkai P. Deutsche Gesellschaft für Psychiatrie und Psychotherapie, Psychosomatik und
Nervenheilkunde (Hrsg.) S3-Leitlinie Schizophrenie. Berlin-Heidelberg: Springer, 2019.
[10] McGrath J, Saha S, Chant D, Welham J. Schizophrenia: A Concise Overview of Incidence, Prevalence, and
Mortality. Epidemiologic Reviews. 2008:30(1):67–76. https://doi.org/10.1093/epirev/mxn001
[11] GBD 2019 Mental Disorders Collaborators. Global, regional and national burden of 12 mental disorders in
204 countries and territories, 1990–2019: a systematic analysis for the Global Burden of Disease Study
2019. Lancet Psychiatry. 2022; 9:137–150.
[12] Pietrabissa G, Volpi C., Bottacchi M, Bertuzzi V, Usubini AG, Löffler-Stastka H, Prevendar T, Rapelli G,
Cattivelli R, Castelnuovo G, Molinari E., Sartorio A. The Impact of Social Isolation during the COVID-19
Pandemic on Physical and Mental Health: The Lived Experience of Adolescents with Obesity and Their
Caregivers. Int. J. Environ. Res. Public Health. 2021; 18:3026. https://doi.org/10.3390/ijerph18063026.
Page 9 of 10
362
Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 10, October-2024
Services for Science and Education – United Kingdom
[13] Kiesewetter J, Kollar I, Fernandez N, Lubarsky S, Kiessling C, Fischer MR, Charlin B. Crossing boundaries in
interprofessional education: A call for instructional integration of two script concepts. Journal of
interprofessional care. 2016;30(5):689-692. doi: 10.1080/13561820.2016.1184238.
[14] Kung D, Brewer W, Oyelam V, Hessel S, Bramlett L, Gill A. Interprofessional Education on the Neurology
Clerkship for Physical Therapy and Medical Students. MedEdPORTAL: the journal of teaching and learning
resources. 2023; 19:11316. https://doi.org/10.15766/mep_2374-8265.11316
[15] Medizinische Universität Wien. White Paper Lehre. Wien, 2018.
https://www.meduniwien.ac.at/web/studium-weiterbildung/die-lehre-an-der-meduni-wien/?L=3
(retrieved 15.7.2024)
[16] Frank JR, Snell L, Sherbino J. CanMEDS 2015 Physician Competency Framework. Ottawa: Royal College of
Physicians and Surgeons of Canada. 2015.
[17] EAP - European Association for Psychotherapy. The Professional Competencies of A European
Psychotherapist. Vienna: EAP. 2013. https://www.europsyche.org/quality-standards/eap- standards/professional-competencies-of-a-european-psychotherapist/(retrieved 7.10.2024)
[18] Löffler-Stastka H, Finger-Ossinger M, Meischl T. Kompetenzen in Psychotherapeutischer Medizin und
Psychotherapie erwerben. psychopraxis. neuropraxis. 2024;27: 26-20. DOI:10.1007/s00739-023-00971-4
[19] Löffler-Stastka H, Hassemer S, Ronge-Toloraya A, Krajic K. Expert Perspectives on the Effectiveness of
Psychotherapy. Int. J. Environ. Res. Public Health. 2023; 20(18): 6739.
https://doi.org/10.3390/ijerph20186739.
[20] Richter F, Steinmair D, Löffler-Stastka H. Mentalisierung bei Störungen aus dem schizophrenen
Formenkreis. psychopraxis.neuropraxis. 2020; 23:175–179. https://doi.org/10.1007/s00739-020-00654-4
[21] Fonagy P, Target M. Attachment and reflective function: Their role in self-organization. Development and
Psychopathology. 1997;9(4):679–700. https://doi.org/10.1017/s0954579497001399
[22] Heatherington L, Barber JP, Kilcullen JR, Castonguay LG, Davis KA, Barry P, Kivlighan DM Jr. Selecting future
psychotherapists for training: A nationwide study of ideal characteristics and current practices. In LG
Castonguay CE Hill (Hrsg.), Becoming Better Psychotherapists: Advancing Training and Supervision.
2023);1: 311-331. American Psychological Association. https://doi.org/10.1037/0000364-015
[23] Steinmair D, Horn R, Richter F, Wong G, Löffler-Stastka H. Mind reading improvements in mentalization- based therapy training. Bulletin of the Menninger Clinic. 2021;85(1):59-82. doi:
10.1521/bumc.2021.85.1.59.
[24] Finger-Ossinger M, Löffler-Stastka H. Self-reflectivity: a moment of professionalization in psychotherapy
training. Research in Psychotherapy. 2018;21(3): 316. DOI:10.4081/ripppo.2018.316
[25] Orlinsky DE, Messina I, Hartmann A, Willutzki U, Heinonen E, Rønnestad MH, Löffler‐Stastka H, Schröder T.
Ninety psychotherapy training programmes across the globe: Variations and commonalities in an
international context. Counselling & Psychotherapy Research. 2023; Advance online publication.
https://doi.org/10.1002/capr.12690
[26] Löffler-Stastka H, Gelo O, Pleschberger I, Schröder T, Orlinsky DE, Rønnestad MH, Willutzki U.
Psychotherapieausbildung in Österreich: Basisdaten und soziodemographische Hintergrunddaten aus der
SPRISTAD-Studie. psychopraxis.neuropraxis. 2018;21(5): 227-231. https://doi.org/10.1007/s00739-018-
0508-9
[27] Löffler-Stastka H, Gelo O, Pleschberger I, Hartmann A, Orlinsky DE, Rønnestad MH, Willutzki U.
Psychotherapie-Berufsausbildung in Österreich: Basis- und soziodemografische Hintergrunddaten aus
Page 10 of 10
363
Löffler-Stastka, H. (2024). Faculty Building for Personalized Medicine and Care. Advances in Social Sciences Research Journal, 11(10). 354-363.
URL: http://dx.doi.org/10.14738/assrj.1110.17726
einer SPRISTAD-Pilotstudie [Psychotherapy training in Austria. Baseline and socio-demographic
background data from a SPRISTAD (Society of Psychotherapy Research Interest Section on Therapist
Training and Development) – Pilotstudy]. Zeitschrift für Psychosomatische Medizin und Psychotherapie.
2019; 65:341-352. https://doi.org/10.13109/zptm.2019.65.4.341. Finger-Ossinger M, Löffler-Stastka H.
Self-reflectivity: a moment of professionalization in psychotherapy training. Research in Psychotherapy.
2018;21(3): 316. DOI:10.4081/ripppo.2018.316
[28] Turk B, Ertl S, Wong G, Wadowski PP, Löffler-Stastka H. Does case-based blended-learning expedite the
transfer of declarative knowledge to procedural knowledge in practice? BMC Medical Education. 2019;19:
447. https://doi.org/10.1186/s12909-019-1884-4
[29] Ertl S, Steinmair D, Löffler-Stastka H. Encouraging communication and cooperation in e-learning: solving
and creating new interdisciplinary case histories. GMS J Med Educ. 2021; e38(3): Doc62. doi:
10.3205/zma001458.
[30] Löffler-Stastka H, Fink B, Franz J, Lenz G, Matuszak-Luss K, Sachs G, Tölk A, Wagner E, Aigner M & die
Arbeitsgruppe Psychotherapeutische Ausbildung in der Psychiatrie der Sektion Psychotherapie der ÖGPP.
„Basiscurriculum in psychotherapeutischer Medizin “: Psychotherapeutische Ausbildung in der Psychiatrie
– ein Beginn. Psychiatrie & Psychotherapie. 2011; 7:20–26. https://doi.org/10.1007/s11326-011-0147-8
[31] Himmelbauer M, Seitz T, Seidman C, Löffler-Stastka H. Standardized Patients in Psychiatry – the best way to
learn clinical skills? BMC Medical Education. 2018; 18:72 https://doi.org/10.1186/s12909-018-1184-4.
[32] Altmann P, Pezawas L, Kasprian G, Löffler-Stastka H. Digitalisierung in der Lehre der Neurologie und
Psychiatrie. [Digitalization in the Teaching of Neurology and Psychiatry] psychopraxis.neuropraxis.
2024;27: 140-144. DOI:10.1007/s00739-024-00999-0
[33] Ertl S, Wadowski PP, Löffler-Stastka H. Improving Students’ Performance via Case-Based e-Learning.
frontiers in Medicine. 2024; (in press).