• clinical case formulation
• cultural psychiatry
• ecosocial
• embodiment
• enactment
• looping effects
• multilevel explanation
• systems theory

• integrative systems pathology of Corona
• methodology of systemic modelling
• social ecology of pandemics
• systems science and thinking

• Humans
• COVID-19
• Pandemics/prevention & control
• SARS-CoV-2
• RNA, Viral
• Systems Analysis

• SARS-CoV-2
• autoimmune small fiber neuropathy
• long COVID
• primary Sjögren’s syndrome

• Humans
• Female
• COVID-19/complications
• SARS-CoV-2
• Paresthesia
• Small Fiber Neuropathy/etiology
• Small Fiber Neuropathy/complications
• Headache/complications
• Arthralgia

• hospitals
• pandemics
• physical environment
• work environment

• Humans
• COVID-19
• Pandemics
• Hospitals
• Qualitative Research
• Health Facilities

• adolescent
• psychotherapy
• psychotic disorders
• systematic review
• young adult

• Helsingin Yliopisto

• Addiction
• Ecology of the person
• Mind
• Psychoanalytic object relations theory
• Resilience
• Systems/network psychopathology
• Theoretical psychiatry

Precision medicine and molecular systems medicine (MSM) are highly utilized and successful approaches to improve understanding, diagnosis, and treatment of many diseases from bench-to-bedside. Especially in the COVID-19 pandemic, molecular techniques and biotechnological innovation have proven to be of utmost importance for rapid developments in disease diagnostics and treatment, including DNA and RNA sequencing technology, treatment with drugs and natural products and vaccine development. The COVID-19 crisis, however, has also demonstrated the need for systemic thinking and transdisciplinarity and the limits of MSM: the neglect of the bio-psycho-social systemic nature of humans and their context as the object of individual therapeutic and population-oriented interventions. COVID-19 illustrates how a medical problem requires a transdisciplinary approach in epidemiology, pathology, internal medicine, public health, environmental medicine, and socio-economic modeling. Regarding the need for conceptual integration of these different kinds of knowledge we suggest the application of general system theory (GST). This approach endorses an organism-centered view on health and disease, which according to Ludwig von Bertalanffy who was the founder of GST, we call Organismal Systems Medicine (OSM). We argue that systems science offers wider applications in the field of pathology and can contribute to an integrative systems medicine by (i) integration of evidence across functional and structural differentially scaled subsystems, (ii) conceptualization of complex multilevel systems, and (iii) suggesting mechanisms and non-linear relationships underlying the observed phenomena. We underline these points with a proposal on multi-level systems pathology including neurophysiology, endocrinology, immune system, genetics, and general metabolism. An integration of these areas is necessary to understand excess mortality rates and polypharmacological treatments. In the pandemic era this multi-level systems pathology is most important to assess potential vaccines, their effectiveness, short-, and long-time adverse effects. We further argue that these conceptual frameworks are not only valid in the COVID-19 era but also important to be integrated in a medicinal curriculum.

• Organismal Systems Medicine
• dynamic equilibrium
• excess mortality rate
• multi organ disease
• multi-level view model
• polypharmacology
• systems theory

• SWOT analysis
• company analysis
• environmental analysis
• general environment
• pediatric studies
• task environment

• Child
• Clinical Trials as Topic
• Delivery of Health Care
• Drug Therapy
• Humans
• Pediatrics

In European higher education, application of information technology, concentration on the learning-processes, consistent implementation, transfer learning, case-based learning, autonomous learning has been extensively studied in the last decade. Educational sciences based on neuroscientific findings use brain-based learning and teaching, including integrated thematic instructions and emotion-theory. Elements essential to this strategy, such as theory and methods for learning, competencies, attitudes, social reality, and a metadiscourse are described herein. Research on learning tends to focus on declarative knowledge, associative learning with conditional stimuli, and procedural knowledge with polythematic/crosslinking thinking. Research on competencies: In research on competencies (e.g., for clinical reasoning, decision-making), intuitive and analytical components are studied. As repeated presentation and exercising of clinical cases is crucial for an efficient learning process, the implementation of interactive scenarios including affectively involving didactics is considered. For competence-development observational methods, questionnaires/item sets or factors have to be targeted and empirically validated. Attitudes and social reality: Clinical decision-making, identification processes and attitudes (“Hidden curriculum”), as well as secondary socialization processes (integration of social norms, values, preparation of role-acquisition, occupational role) are studied via process research, conceptual research, and observational methods. With respect to social reality research, conscious and unconscious bargaining processes have to be taken into account. Methodology: Neuroscience – memory, neuronal, molecular biology, and computer science (Neurocircuits) are integrated into observational process research (e.g., affective-cognitive interface, identification processes) and conceptual research is added and studied on the meta-level, including discussion of research paradigms. This discussion provides ongoing feedback to projects in a hermeneutic circle.

• Social neuroscience
• Case-based learning
• Mixed-method design
• Hidden curriculum
• Socialization
• Research

Psychodynamic therapy is an effective treatment for depression. However, a large number of adolescent patients with depression do not respond and/or drop out of therapy and little is known about what therapists actually do in therapy with adolescents. Thus, more research is needed to explore the various actions that therapists do in therapy, so that therapists can tailor their therapy more specifically to each individual adolescent. The present study aimed to investigate how the experience of psychotherapists differs between two treatment modes for adolescents with depression: psychodynamic psychotherapy with and without transference interventions. In-depth interviews were conducted with six therapists. The data, which were analyzed using thematic analysis, generated three key themes: (1) The therapists experienced that transference interventions are often useful in therapies with adolescents with depression, (2) therapies without transference interventions can be challenging for therapists, but still helpful for patients, and (3) the experience contributed to the deepening recognition of therapists that they always need to adapt their techniques to the particular patient. The results enhance our knowledge of the significance of therapists’ actions in therapy with adolescents. The therapists highlighted issues that are important for identifying barriers to incorporating new knowledge into clinical practice.

• adolescent therapy
• depression
• psychodynamic psychotherapy
• qualitative methods
• therapist interviews

• Adolescent
• Allied Health Personnel
• Depression/therapy
• Humans
• Professional-Patient Relations
• Psychotherapy
• Psychotherapy, Psychodynamic
• Treatment Outcome