Neuropsychiatry and Neuroscience Education of Psychiatry Trainees: Attitudes and Barriers

Objective The American Association of Directors of Psychiatric Residency Training (AADPRT) Task Force on Neuropsychiatry and Neuroscience Education of Psychiatry Residents was established in 2011 with the charge to seek information about what the field of psychiatry considers the core topics in neur...

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Bibliographic Details
Published in:Academic psychiatry 2014-04, Vol.38 (2), p.135-140
Main Authors: Benjamin, Sheldon, Travis, Michael J., Cooper, Joseph J., Dickey, Chandlee C., Reardon, Claudia L.
Format: Article
Language:English
Subjects:
Accreditation
Adolescent Psychiatry - education
Adult
Anatomy
Anxiety Disorders
Attitude
Barriers
Brain
Child & adolescent psychiatry
Child Psychiatry - education
Cognition & reasoning
Competence
Curriculum - standards
Department Heads
Directors
Empirical Report
Executive Function
Familiarity
Graduate Medical Education
Graduation
Humans
Individualized Instruction
Internship and Residency - organization & administration
Internship and Residency - standards
Medical diagnosis
Medical Education
Medical imaging
Medicine
Medicine & Public Health
Mental disorders
Middle Aged
Molecular biology
Molecular Structure
Neurobiology
Neuroimaging
Neurological disorders
Neurology
Neuropsychiatry - education
Neuropsychology
Neurosciences
Neurosciences - education
Online Surveys
Patient education
Patients
Pharmacology
Physicians - psychology
Polls & surveys
Psychiatrists
Psychiatry
Psychiatry - education
Surveys and Questionnaires - utilization
Trainees
Training Objectives
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Summary:Objective The American Association of Directors of Psychiatric Residency Training (AADPRT) Task Force on Neuropsychiatry and Neuroscience Education of Psychiatry Residents was established in 2011 with the charge to seek information about what the field of psychiatry considers the core topics in neuropsychiatry and neuroscience to which psychiatry residents should be exposed; whether there are any “competencies” in this area on which the field agrees; whether psychiatry departments have the internal capacity to teach these topics if they are desirable; and what the reception would be for “portable curricula” in neuroscience. Methods The task force reviewed the literature and developed a survey instrument to be administered nationwide to all psychiatry residency program directors. The AADPRT Executive Committee assisted with the survey review, and their feedback was incorporated into the final instrument. Results In 2011–2012, 226 adult and child and adolescent psychiatry residency program directors responded to the survey, representing over half of all US adult and child psychiatry training directors. About three quarters indicated that faculty resources were available in their departments but 39 % felt the lack of neuropsychiatry faculty and 36 % felt the absence of neuroscience faculty to be significant barriers. Respectively, 64 and 60 % felt that neuropsychiatry and psychiatric neuroscience knowledge were very important or critically important to the provision of excellent care. Ninety-two percent were interested in access to portable neuroscience curricula. Conclusions There is widespread agreement among training directors on the importance of neuropsychiatry and neuroscience knowledge to general psychiatrists but barriers to training exist, including some programs that lack faculty resources and a dearth of portable curricula in these areas.
ISSN:1042-9670
1545-7230
DOI:10.1007/s40596-014-0051-9