Integration of Primary Care and Psychiatry: A New Paradigm for Medical Student Clerkships

• Published in: Journal of general internal medicine : JGIM 2018-01, Vol.33 (1), p.120-124
• Main Authors: Wilkins, Kirsten M., Fenick, Ada M., Goldenberg, Matthew N., Ellis, Peter J., Barkil-Oteo, Andres, Rohrbaugh, Robert M.
• Format: Article
• Language: English
• Subjects: Classrooms; Curricula; Education; Evaluation; Health care; Health education; Innovation and Improvement: Innovations in Medical Education; Internal Medicine; Medical personnel; Medical students; Medicine; Medicine & Public Health; Occupational health; Optimization; Physicians; Primary care; Program evaluation; Psychiatry; Public health; Students
• ISSN: 0884-8734; 1525-1497
• DOI: 10.1007/s11606-017-4169-9

Background Public health crises in primary care and psychiatry have prompted development of innovative, integrated care models, yet undergraduate medical education is not currently designed to prepare future physicians to work within such systems. Aim To implement an integrated primary care–psychiatry clerkship for third-year medical students. Setting Undergraduate medical education, amid institutional curriculum reform. Participants Two hundred thirty-seven medical students participated in the clerkship in academic years 2015–2017. Program Description Educators in psychiatry, internal medicine, and pediatrics developed a 12-week integrated Biopsychosocial Approach to Health (BAH)/Primary Care–Psychiatry Clerkship. The clerkship provides students clinical experience in primary care, psychiatry, and integrated care settings, and a longitudinal, integrated didactic series covering key areas of interface between the two disciplines. Program Evaluation Students reported satisfaction with the clerkship overall, rating it 3.9–4.3 on a 1–5 Likert scale, but many found its clinical curriculum and administrative organization disorienting. Students appreciated the conceptual rationale integrating primary care and psychiatry more in the classroom setting than in the clinical setting. Conclusions While preliminary clerkship outcomes are promising, further optimization and evaluation of clinical and classroom curricula are ongoing. This novel educational paradigm is one model for preparing students for the integrated healthcare system of the twenty-first century.