Child Psychiatry Curricula in Undergraduate Medical Education

ArticleinJournal of the American Academy of Child & Adolescent Psychiatry 47(2):139-47 · March 2008with23 Reads
DOI: 10.1097/chi.0b013e31815cd9e0 · Source: PubMed
To review the literature describing the content and time allocated to undergraduate medical education curricula in child and adolescent psychiatry and make recommendations about child and adolescent psychiatry teaching goals and curricula content. A literature search from 1970 to February 2007 using the key words undergraduate, curriculum, teaching, education, psychiatry, child, adolescent, and medical school, was conducted using PubMed, PsycINFO, and Web of Science. There is limited agreement about curricula content for undergraduate child and adolescent psychiatry teaching programs in medical schools, with a wide range of objectives identified by different programs. On average, the time allowed for teaching child and adolescent psychiatry is small. There is also great variation in the time allocated by different medical schools. In many countries, the number of child and adolescent psychiatrists with academic appointments is limited, and child and adolescent psychiatry programs are developed and taught by a small number of teaching staff at each medical school. Medical schools should reconsider the relatively low priority given to teaching child and adolescent psychiatry to medical students. The child and adolescent psychiatry profession must identify clear learning goals for a longitudinal developmentally appropriate model of child and adolescent psychiatry education commencing at an undergraduate level in medical schools and continuing through residency and fellowships. There is a need to promote national and international standards for teaching in this area and to encourage stronger collaborations between teaching staff across different medical schools.
    • "Finally, Dingle & Graves studied the perception of CAP medical school education content and relevance in a sample of US-American PCPs (N=99 respondents) [8]. The absence of a primary-care relevant curriculum is further aggravated by the fact that there is often only little exposure to CAP during medical school or in postgraduate training [13, 48]. Therefore, medical school CAP content should be tailored with the needs of the prospective primary care providers in mind. "
    [Show abstract] [Hide abstract] ABSTRACT: Primary care physicians (PCPs) play a key role in the initial assessment and management of children and adolescents with mental health problems. However, it is unclear whether current medical education curricula sufficiently equip PCPs for this task. The aim of this study was to investigate, which child and adolescent psychiatry (CAP)-related skills and knowledge PCPs say they require in their daily practice. A questionnaire was generated, employing a modified two-step Delphi approach. Besides socio-demographic items, the questionnaire contained 17 CAP-related knowledge items and 13 CAP-related skills items, which had to be rated by importance in daily practice. The questionnaire was distributed to 348 office-based paediatricians and 500 general practitioners (GPs) in Germany. The overall return rate was 51.3 % (435/848). Regarding CAP-related knowledge, both paediatricians and GPs rated somatoform disorders and obesity as highly important for daily practice. Moreover, paediatricians also deemed regulatory disorders during infancy (e.g. crying, sleep disorders) as important, while GPs assessed knowledge on paediatric depression as relevant. For paediatricians and GPs, the most relevant CAP-related skills were communicating with children and adolescents and their parents. Additionally, paediatricians rated differentiating between non-pathologic and clinically relevant behaviour problems very relevant, while GPs considered basic psychotherapeutic skills essential. The CAP-related knowledge and skills perceived relevant for doctors in primary care differ from the majority of current medical school CAP curricula, which cover mainly typical, epitomic CAP disorders and are predominantly knowledge-oriented. Therefore, medical education in CAP should be amended to reflect the needs of PCPs to improve healthcare for children and adolescents with mental health problems.
    Full-text · Article · Aug 2015
    • "We are unaware of research evaluating Second Life for teaching child psychiatry, a specialty embracing interpersonal dynamics and complex decision-making.7-9 Simulation can standardise learning, particularly important given medical students’ variable exposure to child psychiatry.10 The specialty also involves risk management in patients vulnerable by virtue of age and mental disorder; simulation could provide a standardised learning environment to safely explore risk.11 "
    [Show abstract] [Hide abstract] ABSTRACT: Aims and method To develop and evaluate a novel teaching session on clinical assessment using role play simulation. Teaching and research sessions occurred sequentially in computer laboratories. Ten medical students were divided into two online small-group teaching sessions. Students role-played as clinician avatars and the teacher played a suicidal adolescent avatar. Questionnaire and focus-group methodology evaluated participants’ attitudes to the learning experience. Quantitative data were analysed using SPSS, qualitative data through nominal-group and thematic analyses. Results Participants reported improvements in psychiatric skills/knowledge, expressing less anxiety and more enjoyment than role-playing face to face. Data demonstrated a positive relationship between simulator fidelity and perceived utility. Some participants expressed concern about added value over other learning methods and non-verbal communication. Clinical implications The study shows that virtual worlds can successfully host role play simulation, valued by students as a useful learning method. The potential for distance learning would allow delivery irrespective of geographical distance and boundaries.
    Full-text · Article · Oct 2014
    • "Core training in diagnosis and management of ASD and mentoring by senior professionals in this field are essential for future improvements in this field. 2. Medical School Curriculum: Medical students should be exposed to learning in normal child development, along with mentoring opportunities by senior physicians in this field (Sawyer et al. 2008). There needs to be opportunities for medical students to rotate in clinics where they can have exposure to child and adolescent mental health including children and families with ASD. "
    Full-text · Chapter · Jun 2014 · European Child & Adolescent Psychiatry
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