Status of General Medicine Training and Education in Psychiatry Residency
Objective With the current emphasis on integrated care, the role of psychiatrists is expanding to either directly provide medical care or coordinate its delivery. The purpose of this study was to survey general psychiatry programs on the extent of general medicine training provided during residency....
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| Published in: | Academic psychiatry 2014-08, Vol.38 (4), p.473-475 |
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Status of General Medicine Training and Education in Psychiatry Residency |
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Annamalai, Aniyizhai Rohrbaugh, Robert M. Sernyak, Michael J. |
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Computer Assisted Instruction Curricula Curriculum - standards Diabetes Didacticism Education Family Practice (Medicine) General Practice - education Graduate Medical Education Health care Health Promotion Humans Hyperlipidemia Hypertension In Brief Report Internal medicine Internship and Residency - standards Internship Programs Internships Likert Scales Medical Education Medical Evaluation Medical Services Medicine Medicine & Public Health Mental disorders Mental health Obesity Patients Physical Health Preventive medicine Primary care Psychiatrists Psychiatry Psychiatry - education Sexual disorders Teachers Teaching Methods |
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Academic psychiatry, 2014-08, Vol.38 (4), p.473-475 |
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Objective
With the current emphasis on integrated care, the role of psychiatrists is expanding to either directly provide medical care or coordinate its delivery. The purpose of this study was to survey general psychiatry programs on the extent of general medicine training provided during residency.
Methods
A short web-based survey was sent to 173 residency program directors to recruit participants for a larger survey. Thirty-seven participants were recruited and surveyed, and of these, 12 (32.4 %) responded. The survey assessed the extent of general medicine training and didactics during and after the first postgraduate year and attitudes towards enhancing this training in residency. This study was approved by the local institutional review board.
Results
Seventy-five percent of programs require only the minimum 4 months of primary care in the first postgraduate year, and didactics during these months is often not relevant to psychiatry residents. Some programs offer elective didactics on chronic medical conditions in the fourth postgraduate year. Respondents are in favor of enhancing general medicine training in psychiatry but indicate some resistance from their institutions.
Conclusions
These results suggest that very few programs require additional clinical training in relevant medical illnesses after the first postgraduate year. Respondents indicated favorable institutional support for enhancing training, but also expected resistance. The reasons for resistance should be an area of future research. Also important is to determine if enhancing medical didactics improves patient care and outcomes. The changing role of psychiatrists entails a closer look at resident curricula. |
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Social Science Premium Collection; Alma/SFX Local Collection; Education Collection; Education Database (ProQuest) |
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ISSN: 1042-9670 |
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With the current emphasis on integrated care, the role of psychiatrists is expanding to either directly provide medical care or coordinate its delivery. The purpose of this study was to survey general psychiatry programs on the extent of general medicine training provided during residency.
Methods
A short web-based survey was sent to 173 residency program directors to recruit participants for a larger survey. Thirty-seven participants were recruited and surveyed, and of these, 12 (32.4 %) responded. The survey assessed the extent of general medicine training and didactics during and after the first postgraduate year and attitudes towards enhancing this training in residency. This study was approved by the local institutional review board.
Results
Seventy-five percent of programs require only the minimum 4 months of primary care in the first postgraduate year, and didactics during these months is often not relevant to psychiatry residents. Some programs offer elective didactics on chronic medical conditions in the fourth postgraduate year. Respondents are in favor of enhancing general medicine training in psychiatry but indicate some resistance from their institutions.
Conclusions
These results suggest that very few programs require additional clinical training in relevant medical illnesses after the first postgraduate year. Respondents indicated favorable institutional support for enhancing training, but also expected resistance. The reasons for resistance should be an area of future research. Also important is to determine if enhancing medical didactics improves patient care and outcomes. The changing role of psychiatrists entails a closer look at resident curricula.</description><identifier>ISSN: 1042-9670</identifier><identifier>EISSN: 1545-7230</identifier><identifier>DOI: 10.1007/s40596-014-0106-y</identifier><identifier>PMID: 24664597</identifier><language>eng</language><publisher>New York: Springer New York</publisher><subject>Computer Assisted Instruction ; Curricula ; Curriculum - standards ; Diabetes ; Didacticism ; Education ; Family Practice (Medicine) ; General Practice - education ; Graduate Medical Education ; Health care ; Health Promotion ; Humans ; Hyperlipidemia ; Hypertension ; In Brief Report ; Internal medicine ; Internship and Residency - standards ; Internship Programs ; Internships ; Likert Scales ; Medical Education ; Medical Evaluation ; Medical Services ; Medicine ; Medicine & Public Health ; Mental disorders ; Mental health ; Obesity ; Patients ; Physical Health ; Preventive medicine ; Primary care ; Psychiatrists ; Psychiatry ; Psychiatry - education ; Sexual disorders ; Teachers ; Teaching Methods</subject><ispartof>Academic psychiatry, 2014-08, Vol.38 (4), p.473-475</ispartof><rights>Academic Psychiatry 2014</rights><rights>Academic Psychiatry 2014.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c372t-4648e60eed9dea30383db1d9e740b0625e60dc7abd711a3598b569cfb2e7a5643</citedby><cites>FETCH-LOGICAL-c372t-4648e60eed9dea30383db1d9e740b0625e60dc7abd711a3598b569cfb2e7a5643</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/2933500587/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2933500587?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>315,787,791,12118,21420,21436,27985,27986,33676,33677,33942,33943,36180,36181,43928,44084,44720,75039,75225,75879</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/24664597$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Annamalai, Aniyizhai</creatorcontrib><creatorcontrib>Rohrbaugh, Robert M.</creatorcontrib><creatorcontrib>Sernyak, Michael J.</creatorcontrib><title>Status of General Medicine Training and Education in Psychiatry Residency</title><title>Academic psychiatry</title><addtitle>Acad Psychiatry</addtitle><addtitle>Acad Psychiatry</addtitle><description>Objective
With the current emphasis on integrated care, the role of psychiatrists is expanding to either directly provide medical care or coordinate its delivery. The purpose of this study was to survey general psychiatry programs on the extent of general medicine training provided during residency.
Methods
A short web-based survey was sent to 173 residency program directors to recruit participants for a larger survey. Thirty-seven participants were recruited and surveyed, and of these, 12 (32.4 %) responded. The survey assessed the extent of general medicine training and didactics during and after the first postgraduate year and attitudes towards enhancing this training in residency. This study was approved by the local institutional review board.
Results
Seventy-five percent of programs require only the minimum 4 months of primary care in the first postgraduate year, and didactics during these months is often not relevant to psychiatry residents. Some programs offer elective didactics on chronic medical conditions in the fourth postgraduate year. Respondents are in favor of enhancing general medicine training in psychiatry but indicate some resistance from their institutions.
Conclusions
These results suggest that very few programs require additional clinical training in relevant medical illnesses after the first postgraduate year. Respondents indicated favorable institutional support for enhancing training, but also expected resistance. The reasons for resistance should be an area of future research. Also important is to determine if enhancing medical didactics improves patient care and outcomes. The changing role of psychiatrists entails a closer look at resident curricula.</description><subject>Computer Assisted Instruction</subject><subject>Curricula</subject><subject>Curriculum - standards</subject><subject>Diabetes</subject><subject>Didacticism</subject><subject>Education</subject><subject>Family Practice (Medicine)</subject><subject>General Practice - education</subject><subject>Graduate Medical Education</subject><subject>Health care</subject><subject>Health Promotion</subject><subject>Humans</subject><subject>Hyperlipidemia</subject><subject>Hypertension</subject><subject>In Brief Report</subject><subject>Internal medicine</subject><subject>Internship and Residency - standards</subject><subject>Internship Programs</subject><subject>Internships</subject><subject>Likert Scales</subject><subject>Medical Education</subject><subject>Medical Evaluation</subject><subject>Medical Services</subject><subject>Medicine</subject><subject>Medicine & Public Health</subject><subject>Mental disorders</subject><subject>Mental health</subject><subject>Obesity</subject><subject>Patients</subject><subject>Physical Health</subject><subject>Preventive medicine</subject><subject>Primary care</subject><subject>Psychiatrists</subject><subject>Psychiatry</subject><subject>Psychiatry - education</subject><subject>Sexual disorders</subject><subject>Teachers</subject><subject>Teaching Methods</subject><issn>1042-9670</issn><issn>1545-7230</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>M0P</sourceid><recordid>eNp1kE1LXTEQhkOpVGv7A9yUQDfdHJ18nyyLWCsoirXrkJPMtZF7czQ5Z3H-vZHrBwhdhAnMM-8MDyEHDA4ZgDmqEpTVHTDZHuhu-UD2mJKqM1zAx_YHyTurDeySz7XeAYBgkn8iu1xqLZU1e-Tsz-SnudJxRU8xY_FreoExhZSR3hSfcsq31OdIT-Ic_JTGTFOmV3UJ_5KfykKvsaaIOSxfyM7Kryt-fa775O-vk5vj39355enZ8c_zLgjDp05q2aMGxGgjegGiF3Fg0aKRMIDmqjVjMH6IhjEvlO0HpW1YDRyNV1qKffJjm3tfxocZ6-Q2qQZcr33Gca6uCei1kFzZhn5_h96Nc8ntOsetEApA9aZRbEuFMtZacOXuS9r4sjgG7smz23p2zbN78uyWNvPtOXkeNhhfJ17ENoBvgdpa-RbL2-r_pz4CTRGHnA</recordid><startdate>20140801</startdate><enddate>20140801</enddate><creator>Annamalai, Aniyizhai</creator><creator>Rohrbaugh, Robert M.</creator><creator>Sernyak, Michael J.</creator><general>Springer New York</general><general>Springer Nature B.V</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>K9.</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>7X8</scope></search><sort><creationdate>20140801</creationdate><title>Status of General Medicine Training and Education in Psychiatry Residency</title><author>Annamalai, Aniyizhai ; Rohrbaugh, Robert M. ; Sernyak, Michael J.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c372t-4648e60eed9dea30383db1d9e740b0625e60dc7abd711a3598b569cfb2e7a5643</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Computer Assisted Instruction</topic><topic>Curricula</topic><topic>Curriculum - standards</topic><topic>Diabetes</topic><topic>Didacticism</topic><topic>Education</topic><topic>Family Practice (Medicine)</topic><topic>General Practice - education</topic><topic>Graduate Medical Education</topic><topic>Health care</topic><topic>Health Promotion</topic><topic>Humans</topic><topic>Hyperlipidemia</topic><topic>Hypertension</topic><topic>In Brief Report</topic><topic>Internal medicine</topic><topic>Internship and Residency - standards</topic><topic>Internship Programs</topic><topic>Internships</topic><topic>Likert Scales</topic><topic>Medical Education</topic><topic>Medical Evaluation</topic><topic>Medical Services</topic><topic>Medicine</topic><topic>Medicine & Public Health</topic><topic>Mental disorders</topic><topic>Mental health</topic><topic>Obesity</topic><topic>Patients</topic><topic>Physical Health</topic><topic>Preventive medicine</topic><topic>Primary care</topic><topic>Psychiatrists</topic><topic>Psychiatry</topic><topic>Psychiatry - education</topic><topic>Sexual disorders</topic><topic>Teachers</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Annamalai, Aniyizhai</creatorcontrib><creatorcontrib>Rohrbaugh, Robert M.</creatorcontrib><creatorcontrib>Sernyak, Michael J.</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>ProQuest Pharma Collection</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>AUTh Library subscriptions: ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Education Database (ProQuest)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Psychology Database (ProQuest)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><jtitle>Academic psychiatry</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Annamalai, Aniyizhai</au><au>Rohrbaugh, Robert M.</au><au>Sernyak, Michael J.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Status of General Medicine Training and Education in Psychiatry Residency</atitle><jtitle>Academic psychiatry</jtitle><stitle>Acad Psychiatry</stitle><addtitle>Acad Psychiatry</addtitle><date>2014-08-01</date><risdate>2014</risdate><volume>38</volume><issue>4</issue><spage>473</spage><epage>475</epage><pages>473-475</pages><issn>1042-9670</issn><eissn>1545-7230</eissn><notes>ObjectType-Article-1</notes><notes>SourceType-Scholarly Journals-1</notes><notes>ObjectType-Feature-2</notes><notes>content type line 23</notes><abstract>Objective
With the current emphasis on integrated care, the role of psychiatrists is expanding to either directly provide medical care or coordinate its delivery. The purpose of this study was to survey general psychiatry programs on the extent of general medicine training provided during residency.
Methods
A short web-based survey was sent to 173 residency program directors to recruit participants for a larger survey. Thirty-seven participants were recruited and surveyed, and of these, 12 (32.4 %) responded. The survey assessed the extent of general medicine training and didactics during and after the first postgraduate year and attitudes towards enhancing this training in residency. This study was approved by the local institutional review board.
Results
Seventy-five percent of programs require only the minimum 4 months of primary care in the first postgraduate year, and didactics during these months is often not relevant to psychiatry residents. Some programs offer elective didactics on chronic medical conditions in the fourth postgraduate year. Respondents are in favor of enhancing general medicine training in psychiatry but indicate some resistance from their institutions.
Conclusions
These results suggest that very few programs require additional clinical training in relevant medical illnesses after the first postgraduate year. Respondents indicated favorable institutional support for enhancing training, but also expected resistance. The reasons for resistance should be an area of future research. Also important is to determine if enhancing medical didactics improves patient care and outcomes. The changing role of psychiatrists entails a closer look at resident curricula.</abstract><cop>New York</cop><pub>Springer New York</pub><pmid>24664597</pmid><doi>10.1007/s40596-014-0106-y</doi></addata></record> |