Guidelines, algorithms, and evidence-based psychopharmacology training for psychiatric residents
ABSTRACT The authors describe a course of instruction for psychiatry residents that attempts to provide the cognitive and informational tools necessary to make scientifically grounded decision making a routine part of clinical practice.
In weekly meetings over two academic years, the course covers the psychopharmacology of various psychiatric disorders in 32 3-hour modules. The first half of each module is a case conference, and the second is a literature review of papers related to the case. The case conference focuses on the extent to which past treatment has been consistent with evidence-supported guidelines and algorithms, and the discussants make recommendations that take the relevant scientific evidence into consideration. The second half of each module focuses on two papers: 1) a published guideline, algorithm, or review article and 2) a research study.
Residents absorb a comprehensive overview of recommended clinical practices and acquire skills in assessing knowledge that affects decision making. Satisfaction with the course is rated highly.
The course appears useful by its face validity, but research comparing the attitudes and practice outcomes of graduates of this course compared with recipients of other training methods is needed.
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ABSTRACT: his special issue provides a variety of useful perspectives on teaching psychopharmacology. These perspectives are proffered by seasoned and ded- icated educators, with specific expertise in the area of psychopharmacology, and they have outlined valuable insights, example curricula, and model programs that will be especially worthwhile for our readership. In the development of this collection, however, we were struck—as were the authors of our commentaries in this issue—by the general lack of empirical studies of ped- agogical approaches to imparting the knowledge, sci- ence, and art of pharmacotherapy in the care of persons living with mental illnesses. Educational research in all areas of psychiatry re- mains, unfortunately, in its infancy, and the teaching of psychopharmacology is a case in point. Some investi- gators obtain student satisfaction surveys or self-rating of knowledge, but randomized, controlled trials of edu- cational interventions in any area of academic medicine are scarce. There are many financial, political, and ethi- cal barriers to such research—suffice it is to say that if opportunities and funding are limited, we must pick our research questions carefully before we invest in their im- plementation. In this editorial, we reflect on educational research questions that might derive from the perspectives and commentaries in this issue. We hope that this modest and limited exercise will stimulate thought and empir- ical research. We look at educational research questions relating to fund of knowledge, critical thinking and ap- praisal, and clinical judgment. We view these as begin- ning, intermediate, and advanced skills in psychophar- macology, respectively, and, at each level, we explore research questions with particular emphasis on novel outcomes measures.Academic Psychiatry 05/2005; 29(2):113-5. DOI:10.1176/appi.ap.29.2.113 · 0.81 Impact Factor
- Academic Psychiatry 06/2005; 29(2):120-3. DOI:10.1176/appi.ap.29.2.120 · 0.81 Impact Factor
Article: Comments on Psychiatric EducationAcademic Psychiatry 06/2005; 29(2):128-33. DOI:10.1176/appi.ap.29.2.128 · 0.81 Impact Factor