Addictions Training in General Psychiatry Training Programs: Current Gaps and Barriers

• Published in: Academic psychiatry 2018-10, Vol.42 (5), p.642-647
• Main Authors: Schwartz, Ann C., Frank, Amber, Welsh, Justine W., Blankenship, Kelly, DeJong, Sandra M.
• Format: Article
• Language: English
• Subjects: Addiction Medicine - education; Addictions; Alcohol; Child & adolescent psychiatry; Clinical Experience; Curricula; Curriculum; Didacticism; Directors; Drug use; Educational Resources; Graduate Medical Education; Humans; In Brief Report; Internet; Internship and Residency; Medical Education; Medicine; Medicine & Public Health; Mental disorders; Mental health; Polls & surveys; Psychiatry; Psychiatry - education; Scholarships & fellowships; Substance abuse treatment; Substance use disorder; Suicides & suicide attempts; Surveys and Questionnaires; Training
• ISSN: 1042-9670; 1545-7230
• DOI: 10.1007/s40596-018-0950-2

Objective The primary purpose of this article is to review the findings of a 2017 survey of psychiatry training program directors to identify current gaps and barriers in addictions training in general adult psychiatry programs. Methods The American Association of Directors of Psychiatric Residency Training (AADPRT) Taskforce on Addictions was created in 2017 with the aim of determining what programs need to improve addictions training in psychiatry residency programs and identifying ways to meet these needs. A 23-item confidential, anonymous online survey was developed and disseminated to AADPRT members who were general psychiatry program directors using the AADPRT Listserv ( n  = 200). Results Eighty-five programs (42%) responded to the survey. Programs reported that addictions training often takes place in general psychiatry settings rather than specialty settings. Curriculum content and clinical experiences varied substantially between programs. The lack of addictions-trained faculty members was identified as an impediment to providing more comprehensive training. Conclusion While a lack of advanced training in addictions among faculty may be a limiting factor, developing expertise through faculty development activities and nationally disseminating model curricula can help improve national addictions training. Future goals include development of a strategic plan for improving addictions training, including an outline of a developmental approach across training to the acquisition of milestones-based competencies that apply to addictions assessment and treatment.