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The State of the Service: A Survey of Psychiatry Resident Education in Psychosomatic Medicine

Background Although required by the Accreditation Council for Graduate Medical Education, training of general psychiatry residents in Psychosomatic Medicine (PM) varies significantly between programs. In 1996, the Academy of Psychosomatic Medicine (APM) developed guidelines for residency training in...

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Published in:Psychosomatics (Washington, D.C.) D.C.), 2013-11, Vol.54 (6), p.560-566
Main Authors: Heinrich, Thomas W., M.D, Schwartz, Ann C., M.D, Zimbrean, Paula C., M.D, Wright, Mark T., M.D
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container_title Psychosomatics (Washington, D.C.)
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creator Heinrich, Thomas W., M.D
Schwartz, Ann C., M.D
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Wright, Mark T., M.D
description Background Although required by the Accreditation Council for Graduate Medical Education, training of general psychiatry residents in Psychosomatic Medicine (PM) varies significantly between programs. In 1996, the Academy of Psychosomatic Medicine (APM) developed guidelines for residency training in PM. Since then, there has been no assessment of the status of PM training during psychiatry residency. Objective Assessment of the current state of PM training in U.S. psychiatry residency programs. Method A 46-item questionnaire was sent via e-mail to 206 residency directors. Four major areas were assessed: the timing and duration of the PM rotation, level of faculty supervision, didactic curriculum, and role (or potential role) of the APM in residency education. Results Ninety-two surveys were returned (response rate 45%). Forty-four (54%) of the general psychiatry residencies reported the total duration of the C-L rotation as being between 3 and 6 months (including both full- and part-time rotation). Only 38 (46%) programs' residents complete their PM experience in 1 year of residency. The average Full-Time Equivalent of teaching faculty per service was 1.74 (standard deviation 0.92). Sixty-four (77%) programs have a formal didactic curriculum in C-L. Eighty-one (98%) respondents were aware of the APM. Fifty-eight (70%) had APM members among faculty. The most popular responses on how the APM could best serve training programs were the creation of a subspecialty curriculum (73%) as well as the development of a competency-based evaluation tool (66%). Conclusions There is significant variation in how residents are taught PM during their training. The APM is a well-recognized organization that may define what constitutes adequate residency training in PM and may help programs fulfill the educational needs of residents.
doi_str_mv 10.1016/j.psym.2013.07.005
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In 1996, the Academy of Psychosomatic Medicine (APM) developed guidelines for residency training in PM. Since then, there has been no assessment of the status of PM training during psychiatry residency. Objective Assessment of the current state of PM training in U.S. psychiatry residency programs. Method A 46-item questionnaire was sent via e-mail to 206 residency directors. Four major areas were assessed: the timing and duration of the PM rotation, level of faculty supervision, didactic curriculum, and role (or potential role) of the APM in residency education. Results Ninety-two surveys were returned (response rate 45%). Forty-four (54%) of the general psychiatry residencies reported the total duration of the C-L rotation as being between 3 and 6 months (including both full- and part-time rotation). Only 38 (46%) programs' residents complete their PM experience in 1 year of residency. The average Full-Time Equivalent of teaching faculty per service was 1.74 (standard deviation 0.92). Sixty-four (77%) programs have a formal didactic curriculum in C-L. Eighty-one (98%) respondents were aware of the APM. Fifty-eight (70%) had APM members among faculty. The most popular responses on how the APM could best serve training programs were the creation of a subspecialty curriculum (73%) as well as the development of a competency-based evaluation tool (66%). Conclusions There is significant variation in how residents are taught PM during their training. The APM is a well-recognized organization that may define what constitutes adequate residency training in PM and may help programs fulfill the educational needs of residents.</description><identifier>ISSN: 0033-3182</identifier><identifier>EISSN: 1545-7206</identifier><identifier>DOI: 10.1016/j.psym.2013.07.005</identifier><identifier>PMID: 24012290</identifier><language>eng</language><publisher>Arlington, VA: Elsevier Inc</publisher><subject>Biological and medical sciences ; Curriculum - standards ; Education, Medical, Graduate - standards ; Guideline Adherence - statistics &amp; numerical data ; Health staff related problems. Vocational training ; Humans ; Internal Medicine ; Internship and Residency - standards ; Medical sciences ; Psychiatry ; Psychiatry - education ; Psychology. Psychoanalysis. Psychiatry ; Psychopathology. Psychiatry ; Psychosomatic Medicine - education ; Social psychiatry. 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In 1996, the Academy of Psychosomatic Medicine (APM) developed guidelines for residency training in PM. Since then, there has been no assessment of the status of PM training during psychiatry residency. Objective Assessment of the current state of PM training in U.S. psychiatry residency programs. Method A 46-item questionnaire was sent via e-mail to 206 residency directors. Four major areas were assessed: the timing and duration of the PM rotation, level of faculty supervision, didactic curriculum, and role (or potential role) of the APM in residency education. Results Ninety-two surveys were returned (response rate 45%). Forty-four (54%) of the general psychiatry residencies reported the total duration of the C-L rotation as being between 3 and 6 months (including both full- and part-time rotation). Only 38 (46%) programs' residents complete their PM experience in 1 year of residency. The average Full-Time Equivalent of teaching faculty per service was 1.74 (standard deviation 0.92). Sixty-four (77%) programs have a formal didactic curriculum in C-L. Eighty-one (98%) respondents were aware of the APM. Fifty-eight (70%) had APM members among faculty. The most popular responses on how the APM could best serve training programs were the creation of a subspecialty curriculum (73%) as well as the development of a competency-based evaluation tool (66%). Conclusions There is significant variation in how residents are taught PM during their training. The APM is a well-recognized organization that may define what constitutes adequate residency training in PM and may help programs fulfill the educational needs of residents.</description><subject>Biological and medical sciences</subject><subject>Curriculum - standards</subject><subject>Education, Medical, Graduate - standards</subject><subject>Guideline Adherence - statistics &amp; numerical data</subject><subject>Health staff related problems. Vocational training</subject><subject>Humans</subject><subject>Internal Medicine</subject><subject>Internship and Residency - standards</subject><subject>Medical sciences</subject><subject>Psychiatry</subject><subject>Psychiatry - education</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>Psychosomatic Medicine - education</subject><subject>Social psychiatry. 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Vocational training</topic><topic>Humans</topic><topic>Internal Medicine</topic><topic>Internship and Residency - standards</topic><topic>Medical sciences</topic><topic>Psychiatry</topic><topic>Psychiatry - education</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychopathology. Psychiatry</topic><topic>Psychosomatic Medicine - education</topic><topic>Social psychiatry. Ethnopsychiatry</topic><topic>Surveys and Questionnaires</topic><topic>United States</topic><toplevel>online_resources</toplevel><creatorcontrib>Heinrich, Thomas W., M.D</creatorcontrib><creatorcontrib>Schwartz, Ann C., M.D</creatorcontrib><creatorcontrib>Zimbrean, Paula C., M.D</creatorcontrib><creatorcontrib>Wright, Mark T., M.D</creatorcontrib><creatorcontrib>The Academy of Psychosomatic Medicine's Residency Education Subcommittee</creatorcontrib><creatorcontrib>Academy of Psychosomatic Medicine's Residency Education Subcommittee</creatorcontrib><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Psychosomatics (Washington, D.C.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Heinrich, Thomas W., M.D</au><au>Schwartz, Ann C., M.D</au><au>Zimbrean, Paula C., M.D</au><au>Wright, Mark T., M.D</au><aucorp>The Academy of Psychosomatic Medicine's Residency Education Subcommittee</aucorp><aucorp>Academy of Psychosomatic Medicine's Residency Education Subcommittee</aucorp><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The State of the Service: A Survey of Psychiatry Resident Education in Psychosomatic Medicine</atitle><jtitle>Psychosomatics (Washington, D.C.)</jtitle><addtitle>Psychosomatics</addtitle><date>2013-11-01</date><risdate>2013</risdate><volume>54</volume><issue>6</issue><spage>560</spage><epage>566</epage><pages>560-566</pages><issn>0033-3182</issn><eissn>1545-7206</eissn><abstract>Background Although required by the Accreditation Council for Graduate Medical Education, training of general psychiatry residents in Psychosomatic Medicine (PM) varies significantly between programs. In 1996, the Academy of Psychosomatic Medicine (APM) developed guidelines for residency training in PM. Since then, there has been no assessment of the status of PM training during psychiatry residency. Objective Assessment of the current state of PM training in U.S. psychiatry residency programs. Method A 46-item questionnaire was sent via e-mail to 206 residency directors. Four major areas were assessed: the timing and duration of the PM rotation, level of faculty supervision, didactic curriculum, and role (or potential role) of the APM in residency education. Results Ninety-two surveys were returned (response rate 45%). Forty-four (54%) of the general psychiatry residencies reported the total duration of the C-L rotation as being between 3 and 6 months (including both full- and part-time rotation). Only 38 (46%) programs' residents complete their PM experience in 1 year of residency. The average Full-Time Equivalent of teaching faculty per service was 1.74 (standard deviation 0.92). Sixty-four (77%) programs have a formal didactic curriculum in C-L. Eighty-one (98%) respondents were aware of the APM. Fifty-eight (70%) had APM members among faculty. The most popular responses on how the APM could best serve training programs were the creation of a subspecialty curriculum (73%) as well as the development of a competency-based evaluation tool (66%). Conclusions There is significant variation in how residents are taught PM during their training. The APM is a well-recognized organization that may define what constitutes adequate residency training in PM and may help programs fulfill the educational needs of residents.</abstract><cop>Arlington, VA</cop><pub>Elsevier Inc</pub><pmid>24012290</pmid><doi>10.1016/j.psym.2013.07.005</doi><tpages>7</tpages></addata></record>
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subjects Biological and medical sciences
Curriculum - standards
Education, Medical, Graduate - standards
Guideline Adherence - statistics & numerical data
Health staff related problems. Vocational training
Humans
Internal Medicine
Internship and Residency - standards
Medical sciences
Psychiatry
Psychiatry - education
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Psychosomatic Medicine - education
Social psychiatry. Ethnopsychiatry
Surveys and Questionnaires
United States
title The State of the Service: A Survey of Psychiatry Resident Education in Psychosomatic Medicine
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