cognitive impairment in patients with anxiety, depression and bipolar disorder

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tional physicians. Occup Environ Med 2003; 60: 1–2. 25. Cashman C, Slovak A. The occupational medicine agenda: routes and standards of specialization in occu- pational medicine in Europe. Occup Med 2005; 55: 308–311. 26. Kolb S, Reichert J, Hege I, et al. European dissemina- tion of a web- and case-based learning system for occu- pational medicine: NetWoRM Europe. Int Archiv Occup Environ Health 2007; 80: 553–557. 27. Braekman L, Fieuw A, Bogaert H Van. A web- and case- based learning program for postgraduate students in occupational medicine. Int J Occup Environ Health 2008; 14: 51–56. 28. Burgess G, Holt A, Agius R. Preference of distance learning methods among post-graduate occupational physicians and hygienists. Occup Med 2005; 55: 312–318. 29. All about workplace-based assessments. In: Specialty training in occupational medicine: Questions and Answers. London: Faculty of Occupational Medicine, Royal College of Physicians, www.facoccmed.ac.uk/ library/docs/t_qa1_wba.pdf. 30. ASSESSMENT BLUEPRINT MATRIX MAPPED AGAINST COMPETENCY RECOMMENDATIONS. Lon- don: Faculty of Occupational Medicine, Royal College of Physicians, http://www.pmetb.org.uk/fileadmin/user/QA/Curricula /ASSOCIATED_ASSESSMENT_SYSTEM/Occupational_ Med/Assessment_Blueprint_Matrix_Faculty_of_Occup ational_Medicine_response_from_the_College_25_Sep _07.pdf. 31. Norcini J. Work based assessment. ABC of learning and teaching in medicine. BMJ 2003; 326: 753–755. 32. Carr S. Assessing clinical competency in medical sen- ior house officers: how and why should we do it? Postgrad Med J 2004; 80: 63–66. 33. ATOM Assessment tool for occupational medicine. Healthy Working Lives Group, University of Glasgow, www.hwlresearchgroup.org/display.asp?pid=22. 34. Baker B, Katyal S, Greaves I, et al. Occupational Medicine Residency Graduate Survey: Assessment of training programmes and core competencies. J Occup Environ Med 2007; 49: 1325–1338. 35. Downie R. Professions and professionalism. J Philos Educ 1990;24:2. 36. Roberts T. Is professionalism changing? In: ASME con- ference, 2005, http://www.asme.org.uk/conf_cours es/2005/docs_pix/04_28_roberts.pdf. 37. International code of ethics for occupational health professionals. www.icohweb.org/core_docs/code_ethics_eng.pdf. 38. Philipp R, Goodman G, Harling K, Beattie B. Study of business ethics in occupational medicine. Occup Med 1997; 54: 351–356. 39. Leung W-C. Competency based medical training: review. BMJ 2002; 325: 693–696. 40. Zook A. Military competency-based human capital management: a step toward the future. Carlisle Barracks, PA: U.S. Army War College, 2006. ABOUT THE AUTHOR John Harrison is a consultant in occupational medicine and clinical director for organizational health and wellbe- ing in Imperial College Healthcare NHS Trust, in London. He was Senior Lecturer in occupational medicine at the University of Newcastle upon Tyne and was appointed Professor (Associate) in Clinical Organizational Develop- ment at the Business School of Brunel University in November 2005. He was Academic Dean of the Faculty of Occupational Medicine (1999–2007) and led the develop- ment of a new national training curriculum for occupa- tional medicine. He is immediate past-chairman of EASOM (European Association of Schools of Occupational Medicine). He is the UK national secretary and a board member of the International Commission for Occupa- tional Health (ICOH). CORRESPONDENCE ADDRESS Prof. John Harrison, Imperial College Healthcare NHS Trust / Brunel University, Du Cane Road, London W12 0HS, United Kingdom. Email: [email protected]. 444 TBV 16 / no. 10 / December 2008 Cognitive impairment in patients with anxiety, depression and bipolar disorder Patients with anxiety, depression, and bipolar disorder are known to be impaired relative to healthy controls on neurocognitive tests, but the degree of impairment may be obscured if the data are analyzed in terms of group means. Patients and controls were administered a com- prehensive neurocognitive assessment that measured performance in memory, psychomotor speed, reaction time, attention, and cognitive flexibility. There were small differences between patients and controls, but comparisons of results in terms of the frequency with which patients and con- trols fell below certain cutoff scores amplified the importance of these differences. Only 4% of controls fell below a standard score of 70 (two standard deviations below the mean) on two or more cognitive domains, but 19% of anxiety patients, 21% of depressed patients, and 30% of bipolar patients fell below the standard score. Substantial numbers of patients with anxiety, depression, and bipolar disorder are cognitively impaired. A score that is two standard deviations below the mean is usually clinically important, and two domain scores in that range is cause for serious concern. Source: The Journal of Clinical Psychiatry, July 2008 NEWS

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Page 1: Cognitive impairment in patients with anxiety, depression and bipolar disorder

tional physicians. Occup Environ Med 2003; 60: 1–2.25. Cashman C, Slovak A. The occupational medicine

agenda: routes and standards of specialization in occu-pational medicine in Europe. Occup Med 2005; 55:308–311.

26. Kolb S, Reichert J, Hege I, et al. European dissemina-tion of a web- and case-based learning system for occu-pational medicine: NetWoRM Europe. Int ArchivOccup Environ Health 2007; 80: 553–557.

27. Braekman L, Fieuw A, Bogaert H Van. A web- and case-based learning program for postgraduate students inoccupational medicine. Int J Occup Environ Health2008; 14: 51–56.

28. Burgess G, Holt A, Agius R. Preference of distancelearning methods among post-graduate occupationalphysicians and hygienists. Occup Med 2005; 55:312–318.

29. All about workplace-based assessments. In: Specialtytraining in occupational medicine: Questions andAnswers. London: Faculty of Occupational Medicine,Royal College of Physicians, www.facoccmed.ac.uk/library/docs/t_qa1_wba.pdf.

30. ASSESSMENT BLUEPRINT MATRIX MAPPEDAGAINST COMPETENCY RECOMMENDATIONS. Lon-don: Faculty of Occupational Medicine, Royal College ofPhysicians,http://www.pmetb.org.uk/fileadmin/user/QA/Curricula/ASSOCIATED_ASSESSMENT_SYSTEM/Occupational_Med/Assessment_Blueprint_Matrix_Faculty_of_Occupational_Medicine_response_from_the_College_25_Sep_07.pdf.

31. Norcini J. Work based assessment. ABC of learningand teaching in medicine. BMJ 2003; 326: 753–755.

32. Carr S. Assessing clinical competency in medical sen-ior house officers: how and why should we do it?Postgrad Med J 2004; 80: 63–66.

33. ATOM Assessment tool for occupational medicine.Healthy Working Lives Group, University of Glasgow,www.hwlresearchgroup.org/display.asp?pid=22.

34. Baker B, Katyal S, Greaves I, et al. OccupationalMedicine Residency Graduate Survey: Assessment oftraining programmes and core competencies. J OccupEnviron Med 2007; 49: 1325–1338.

35. Downie R. Professions and professionalism. J PhilosEduc 1990;24:2.

36. Roberts T. Is professionalism changing? In: ASME con-ference, 2005, http://www.asme.org.uk/conf_courses/2005/docs_pix/04_28_roberts.pdf.

37. International code of ethics for occupational healthprofessionals.www.icohweb.org/core_docs/code_ethics_eng.pdf.

38. Philipp R, Goodman G, Harling K, Beattie B. Study ofbusiness ethics in occupational medicine. Occup Med1997; 54: 351–356.

39. Leung W-C. Competency based medical training:review. BMJ 2002; 325: 693–696.

40. Zook A. Military competency-based human capitalmanagement: a step toward the future. CarlisleBarracks, PA: U.S. Army War College, 2006.

ABOUT THE AUTHOR

John Harrison is a consultant in occupational medicine

and clinical director for organizational health and wellbe-

ing in Imperial College Healthcare NHS Trust, in London.

He was Senior Lecturer in occupational medicine at the

University of Newcastle upon Tyne and was appointed

Professor (Associate) in Clinical Organizational Develop-

ment at the Business School of Brunel University in

November 2005. He was Academic Dean of the Faculty of

Occupational Medicine (1999–2007) and led the develop-

ment of a new national training curriculum for occupa-

tional medicine. He is immediate past-chairman of

EASOM (European Association of Schools of Occupational

Medicine). He is the UK national secretary and a board

member of the International Commission for Occupa-

tional Health (ICOH).

CORRESPONDENCE ADDRESS

Prof. John Harrison, Imperial College Healthcare NHS

Trust / Brunel University, Du Cane Road, London W12

0HS, United Kingdom.

Email: [email protected].

444 TBV 16 / no. 10 / December 2008

Cognitive impairment in patients with anxiety, depression

and bipolar disorder

Patients with anxiety, depression, and bipolardisorder are known to be impaired relative tohealthy controls on neurocognitive tests, but thedegree of impairment may be obscured if thedata are analyzed in terms of group means.Patients and controls were administered a com-prehensive neurocognitive assessment thatmeasured performance in memory, psychomotorspeed, reaction time, attention, and cognitiveflexibility. There were small differences between patientsand controls, but comparisons of results in termsof the frequency with which patients and con-trols fell below certain cutoff scores amplified

the importance of these differences. Only 4% of controls fell below a standard scoreof 70 (two standard deviations below the mean)on two or more cognitive domains, but 19% ofanxiety patients, 21% of depressed patients, and30% of bipolar patients fell below the standardscore. Substantial numbers of patients with anxiety,depression, and bipolar disorder are cognitivelyimpaired. A score that is two standard deviationsbelow the mean is usually clinically important,and two domain scores in that range is cause forserious concern. Source: The Journal of Clinical Psychiatry, July 2008

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