Senior Residents in Psychiatry: Views on Training in Developmental Disabilities

Objectives: To determine the proportion of senior residents who believed their education in the field of developmental disabilities was adequate and to collect suggestions for improvements. Method: We distributed a self-administered questionnaire to senior residents prior to an annual voluntary prep...

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Bibliographic Details
Published in:Canadian journal of psychiatry 2002-08, Vol.47 (6), p.568-571
Main Authors: Burge, Philip, Ouellette-Kuntz, Hélène, McCreary, Bruce, Bradley, Elspeth, Leichner, Pierre
Format: Article
Language:English
Subjects:
Adult
Biological and medical sciences
Child
Developmental Disabilities
Education - standards
Female
Health staff related problems. Vocational training
Humans
Internship and Residency - statistics & numerical data
Male
Medical sciences
Middle Aged
Program Evaluation
Psychiatrists
Psychiatry - education
Psychology, Child
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Social psychiatry. Ethnopsychiatry
Students, Medical - statistics & numerical data
Surveys and Questionnaires
Teaching - methods
Training
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Summary:Objectives: To determine the proportion of senior residents who believed their education in the field of developmental disabilities was adequate and to collect suggestions for improvements. Method: We distributed a self-administered questionnaire to senior residents prior to an annual voluntary preparatory exam. Their views on training in developmental disabilities and ideas about improving curricula were solicited in detail, and their feedback results were analyzed. Results: Of the 89 senior residents who attended the exam, 60 (67.4%) completed the survey. This represents 29% of the national complement. Most (85%) of the one-half who reported receiving undergraduate training in developmental disabilities felt the quantity was inadequate. Almost 90% of those who did not receive training felt they should have. Of respondents, 85% received residency training in dual diagnosis, but most (59%) felt more curriculum time was needed. Conclusions: Senior residents also desire curricular enhancements that experts in developmental disabilities have long recommended.
ISSN:0706-7437
1497-0015
DOI:10.1177/070674370204700610