Drug abuse can cause a range of psychotic and psychological problems and is a serious social hazard. China and most countries in the world exercise strict control over narcotic drugs and other psychoactive drugs. However, it is difficult to establish timely legal control over some psychoactive drugs and chemical variants of controlled substances, which has led to the emergence of new psychoactive substance abuse. It caused great harm, especially to the youth population. This review provides an overview of the types and characteristics of new psychoactive substance abuse among adolescents and young people in China in recent years and recommends basic principles for intervention.

Psychiatric clinical pharmacist training is pre-job professional training. The Pharmacy Management Committee of the Chinese Hospital Association has established requirements for training bases and teachers. Psychiatric clinical pharmacist training theoretical courses and practical skills training have their own characteristics. As a training base for psychiatric clinical pharmacists, Shanghai Mental Health Center has established an information-based clinical pharmacy work and teaching path based on the requirements of the training syllabus to enable trainees to master pharmaceutical service methods as soon as possible while learning theories and skills, improve clinical thinking ability, and become a qualified psychiatric clinical pharmacist. Driven by the reform of the three-medicine linkage, the work of psychiatric clinical pharmacists will be increasingly recognized and valued by hospitals and society.

The Chinese government thoroughly launched the program of standardized training for resident physicians in 2014, which has been lasted for more than ten years. This article systematically reviews the practice of psychiatric residency training in the Shanghai Mental Health Center in past ten years, summarizes the experience of management and analyzes the current challenges faced.

Objective: To explore the application effect of in situ simulation teaching method in standardized training of psychiatric resident physicians. Methods: One hundred and forty-seven resident trainees from Shanghai Mental Health Center were selected as the research subjects, with 46 resident trainees in the first year. In situ simulation projects included inquiring about medical history and oral shift handover. In the second year, there were 51 resident trainees, and the in situ simulation projects included negotiation, informed consent, and conveying bad news. In the third year, there are 50 resident trainees, and the in situ simulation project is to inform of medical errors and end-of-life conversations. Using the entrustable professional activities evaluation method to assess the competency of resident training physicians, the entrustable professional activities evaluation scores were recorded and compared before and after in situ simulation teaching. Results: The score after in situ simulation teaching was significantly higher than before, and there was a significant difference in the excellent rate (P<0.05). Conclusion: The use of in situ simulation teaching method can enhance the job competence of psychiatric resident physicians and can be applied to standardized training of psychiatric resident physicians.

OBJECTIVE: To explore the application effect of hierarchical and progressive teaching mode in the standardized training of psychiatric resident physicians. Methods: Through the hierarchical training of teaching objectives, content, process and examination, the effect of the hierarchical and progressive training was evaluated through the examination of licensed doctors and the outbound examination of resident physicians. Results: The passing rate of the medical practitioner exam and the final exam of the standardized training of psychiatric resident physicians in the progressive teaching group was higher than that in the traditional teaching group, and there was a significant difference in the passing rate of the medical practitioner examination (P<0.05). Conclusion: The hierarchical and progressive teaching mode is beneficial to the standardized training of psychiatric resident physicians and can improve the quality of residential training, which is worthy of further popularization and research.