Required and Elective Experiences During the 4th Year: An Analysis of ACGME Accredited Psychiatry Residency Program Websites.

Objective: The objective of this study was to assess and describe required and elective components of the 4th post-graduate year (PGY4) in psychiatry residency programs.

Methods: We reviewed the websites of all 193 2014-2015 ACGME accredited psychiatry residency programs for content describing the specific components of the PGY4 year.

Results: Nearly all residency programs (99 %) had some form of required experiences during the PGY4 year.

Impact of the information age on residency training: communication, access to public information, and clinical care.

Access to technology in practice helps physicians manage information, communicate, and research topics; however, those in training receive almost no formal preparation for integrating web-based technologies into practice. One reason for this is that many faculty-aside from junior faculty or those in recent generations-did not grow up using Internet communication, may use it minimally, if at all, in their own practices, and may know little about its forms and varieties. This report presents a case to illustrate how these disparities may play out in the supervisory situation and makes suggestions about helping supervisors integrate technology-awareness into their teaching.

Recruiting researchers in psychiatry: the influence of residency vs. early motivation.

Background: The declining numbers of clinician-researchers in psychiatry and other medical specialties has been a subject of growing concern. Residency training has been cited as an important factor in recruiting new researchers, but there are essentially no data to support this assertion. This study aimed to explore which factors have influenced motivation to conduct research among senior psychiatry residents.

Competencies in premedical and medical education: the AAMC-HHMI report.

One hundred years ago, Flexner emphasized the importance of science in medicine and medical education. Over the subsequent years, science education in the premedical and medical curricula has changed little, in spite of the vast changes in the biomedical sciences. The National Research Council, in their report Bio 2010, noted that the premedical curriculum caused many students to lose interest in medicine and in the biological sciences in general.

Model curriculum for academic child and adolescent psychiatry training.

Objective: The United States is facing a severe shortage of academic child and adolescent psychiatrists. This article reviews a model integrated pathway to improve recruitment.

Methods: The authors review training portals for research in child and adolescent psychiatry.

Teaching brief motivational interviewing to Year three medical students.

Objectives: In 2005, the authors developed and tested a curriculum to teach Year 3 Yale University medical students a behaviour change counselling approach called 'brief motivational interviewing' (BMI). Brief motivational interviewing is a patient-centred approach designed to promote changes in patient behaviour within the time constraints imposed by a busy medical practice.

Methods: Standardised patients/instructors delivered the curriculum within a single 2-hour training episode using a teaching acronym called 'CHANGE' to promote the students' learning.

From too little too late to early and often: child psychiatry education during medical school (and before and after).

In this article we propose developmentally informed remedies to the challenges that face research training. The initiatives described in it have been implemented to various degrees at our institution, and several are already being replicated or expanded through strategic partnerships across the country. We are fortunate to work in an environment in which child and adolescent psychiatry is visible and well represented, but we are aware than many of the settings in which education and recruitment needs are most pressing may not have the range of our resources.

Medical school research pipeline: medical student research experience in psychiatry.

Objective: The authors discuss the importance of introducing research training in psychiatry and neurosciences to medical students.

Methods: A review of existing models of research training in psychiatry with focus on those providing research training to medical students is presented.

Results: Two research-training models for medical students that are easy to adopt and have possible nationwide applicability are identified, along with other useful research-training models.

Graduate education and training for contemporary behavioral health practice.

Over the past decade, a new paradigm in behavioral health care has emerged. It places emphasis on cost control, evidence-based practice, patient safety, access to care, treatment relevance for diverse populations, consumerism, and quality of care. Unfortunately, graduate education and training programs have had difficulty keeping pace with the dramatic changes in the field.