Advances in Psychotherapy Education

Acquiring expertise in psychotherapy is central to the professional development of psychiatrists able to employ a broad therapeutic repertoire in their clinical practice. This article reviews how postgraduate psychiatry programs address this important aspect of training. We present the results of a...

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Bibliographic Details
Published in:Canadian journal of psychiatry 2004-04, Vol.49 (4), p.230-237
Main Authors: Ravitz, Paula, Silver, Ivan
Format: Article
Language:English
Subjects:
Biological and medical sciences
Canada
Education - organization & administration
Education, Graduate
Education, Medical, Continuing - organization & administration
Health staff related problems. Vocational training
Humans
Medical sciences
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Psychotherapy - education
Psychotherapy - trends
Social psychiatry. Ethnopsychiatry
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Summary:Acquiring expertise in psychotherapy is central to the professional development of psychiatrists able to employ a broad therapeutic repertoire in their clinical practice. This article reviews how postgraduate psychiatry programs address this important aspect of training. We present the results of a national survey of psychotherapy education in Canadian psychiatry residency programs. The results highlight significant advances over the past decade in curriculum, in teaching methods, and in evaluation. These include training in evidence-based, manualized, time-limited therapies such as cognitive-behavioural and interpersonal therapy, greater attention to evaluating competence, and integrating electronic technology. Trends and advances in postgraduate and continuing medical psychotherapy education programs are considered in association with principles of adult learning. Health education research endorses the provision of longitudinal training programs that integrate learning and practice. We discuss issues related to the development of expertise, the importance of educational communities of practitioners, and the importance of attending to both educational process and outcomes, with a view to more effectively translating psychotherapy practice guidelines into sustained improvements in practice behaviours.
ISSN:0706-7437
1497-0015
DOI:10.1177/070674370404900403