Teaching “Global Mental Health:” Psychiatry Residency Directors’ Attitudes and Practices Regarding International Opportunities for Psychiatry Residents

Objective The authors surveyed Psychiatry Residency Training Directors’ (RTDs’) attitudes about the role and feasibility of international rotations during residency training. Method A 21-question survey was electronically distributed that explored RTDs’ beliefs about the value, use, and availability...

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Bibliographic Details
Published in:Academic psychiatry 2011-11, Vol.35 (6), p.400-403
Main Authors: Belkin, Gary S., Yusim, Anna, Anbarasan, Deepti, Bernstein, Carol Ann
Format: Article
Language:English
Subjects:
Administrator Attitudes
Attitude of Health Personnel
Barriers
Brief Report
Competence
Course Content
Cultural Education
Data Collection
Developed Nations
Educational Opportunities
Etiology
Financial Support
Global Approach
Graduate Medical Education
Grounded Theory
Humans
International Educational Exchange - economics
Internationality
Internet
Internship and Residency - economics
Lecture Method
Medical Education
Medicine
Medicine & Public Health
Mental Disorders
Mental Health
Online Surveys
Opportunities
Phenomenology
Physician Executives
Professional Development
Psychiatry
Psychiatry - education
Role
Salaries and Fringe Benefits
Study Abroad
Surveys and Questionnaires
Synthesis
Teaching Methods
Trainees
United States
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Summary:Objective The authors surveyed Psychiatry Residency Training Directors’ (RTDs’) attitudes about the role and feasibility of international rotations during residency training. Method A 21-question survey was electronically distributed that explored RTDs’ beliefs about the value, use, and availability of international clinical and research experiences during residency. Results Of 171 RTDs, 59 (34.5%) completed the survey; 83% of respondents rated the importance of global mental health education as 3- or- above on a scale of 1 (least important) to 5 (most important), but only 42% indicated that such opportunities were made available. The value of such opportunities was thought to lie primarily in professional development and cultural exposure, less so for enhancing core knowledge competencies. Obstacles to such opportunities included lack of accreditation, financial resources, and faculty/administrative support and supervision. Conclusion RTD respondents endorsed the value of international experiences during residency, but their availability and educational impact are not fully supported.
ISSN:1042-9670
1545-7230
DOI:10.1176/appi.ap.35.6.400