The Practice of Psychiatry in the 21st Century: Challenges for Psychiatric Education

Dept. of Psychiatry, University of Colorado, Aurora, USA.
Academic Psychiatry (Impact Factor: 0.81). 10/2011; 35(5):283-92. DOI: 10.1176/appi.ap.35.5.283
Source: PubMed


To consider how shifting scientific, technological, social, and financial pressures are likely to significantly alter psychiatric practice, careers, and education in the 21st century, this article reviews trends and innovations likely to have an effect on tomorrow’s psychiatrists and their educators.
The psychiatric profession and its educators can anticipate great change, creating opportunities as well as challenges.
Conclusion and Implications
Although considerable adaptability will be required to keep up with current trends, personal and professional rewards for psychiatric educators and practitioners are likely to remain substantial.

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    • "Students are discouraged by the view they hold that psychiatry is not medical or scientific enough and the belief that scientific basis of psychiatry and the available evidence base in psychiatry are not robust. They view psychiatry as a worthwhile medical specialty but one of low prestige, low precision and think that most psychiatric patients could be adequately managed by nonphysicians.[15] Another worry is that students are not clear of the psychiatrists role in the multidisciplinary team and they think a medical background is not necessary to practice psychiatry.[1617] "
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    ABSTRACT: Psychiatry is not considered important by most medical students. But knowledge of psychiatry is essential for all doctors as psychiatric problems are prevalent in the population either as part of other physical illnesses or independently. All medical practitioners need skills in communication and forming empathy and the ability to counsel that are learnt in psychiatry. Nearly all medical students feel psychiatry is not scientific enough and psychiatrists are peculiar. We need to make psychiatry interesting, and impart skills and techniques to practice psychiatry at the primary care level and in the process change the misconceptions students have of psychiatry. We present a model to accomplish this.
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    ABSTRACT: Con la finalidad de lograr un consenso en la homogeneidad curricular de las Carreras de Postgrado de Psiquiatría en los diferentes países integrantes de APAL, se realizó un taller en el marco del XXVII Congreso APAL realizado en Argentina, en Noviembre de 2012. Para ello se pautaron cuatro temas disparadores de opinión entre los participantes del mismo, los que divididos en grupos de discusión, realizaron una síntesis la que fue leída en su síntesis al finalizar la discusión de cada grupo. In order to achieve consensus about curricular possibilities homogeneous Postgraduate Careers of Psychiatry, of different countries of APAL, one workshop was performed under the XXVII Congress in Argentina, at November 2012. To do this four subjects were scheduled triggers of opinion among the participants, which divided into discussion groups each, carried out a synthesis which was developed synthetically the end of the discussion of each proposal and referred by the coordinators of each one. Giving rise to a first step to achieve a Curriculum tending towards homogeneity in the Postgraduate and hence will serve to be validated in the different countries of our region.
    Full-text · Article · Jan 2013
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