Academic Psychiatry最新文献

Objectives: The National Curriculum in Reproductive Psychiatry (NCRP) was published in 2019 to address a critical gap in psychiatry residency didactic training. However, because the curriculum is available online, diverse users may access it. This study aimed to characterize NCRP users and assess their educational needs to inform future curriculum development.

Methods: A survey was distributed in two phases: (1) via email to 845 registered NCRP users and (2) via social media and professional listservs. The survey assessed user profession, training level, primary reason for using NCRP, satisfaction, and interest in additional materials. Both quantitative and qualitative data were analyzed.

Results: In phase 1, 198 of 845 NCRP users responded to the survey, yielding a response rate of 23%. Forty-two additional responses were received in phase two. Most respondents (81%) reported specializing in psychiatry, and 70% identified as physicians. Over half (56%) described themselves as independent users. Respondents reported high satisfaction with NCRP design and organization. Thematic analysis identified five key themes for improvement, focused on time constraints and content type.

Conclusions: Though originally intended for psychiatry residency programs, the NCRP now also serves a broad, interdisciplinary audience including independent learners. These new users value its structure but would prefer shorter, multimedia-enhanced content. Limited protected time for reproductive psychiatry education, compounded by competing curricular priorities, remains the primary barrier to curriculum incorporation in residency programs. NCRP can advocate for additional integration into formal residency training while also developing flexible materials to support diverse, interdisciplinary learners.

Objective: Providing effective mental health support for physicians in training is crucial due to high rates of burnout and mental health issues. The Accreditation Council for Graduate Medical Education (ACGME) mandates mental health services for trainees. This study explores the provision of mental health services by ACGME-accredited institutions, identifies gaps, and highlights best practices.

Methods: The authors distributed a cross-sectional survey between 11/1/2023 and 1/8/2024 to 816 designated institutional officials at 860 institutions. The survey included questions about resources for counseling, services offered, reporting structure, hours and fees for services, electronic medical record documentation, number and qualifications of counselors, access to a psychiatrist, utilization rates, and respondents' perception regarding the adequacy of services. The authors collected data via REDCap and analyzed it using SAS software.

Results: Of 816 potential responses, 343 (42%) surveys were completed. Responses showed heterogeneity in counseling service offerings across institutions, with most using employee assistance programs (EAPs). More than one-third (38%) of institutions offer counseling services specific to the GME population. Few institutions (16%) provide dedicated GME psychiatry services. Perceived adequacy of mental health services in meeting trainee needs was high overall, with institutions with dedicated GME counseling services reporting higher perceived need fulfillment than those without GME-specific services. Very few institutions had utilization data to report.

Conclusions: Institutions employ diverse methods to meet ACGME mental health service requirements, with internal resources achieving the highest level of perceived need fulfillment. Collection of utilization and outcome data and national reporting are recommended for improved GME counseling guidelines.

Objective: Novel mission-aligned assessments can be an option to incorporate into the supplementary application to enhance the holistic review process within graduate medical education (GME). This article describes an exploratory proof-of-concept study to design, implement, and incorporate a pilot anti-racism and structural competency assessment into the supplementary application for a child and adolescent psychiatry (CAP) fellowship program. The program team also sought to understand whether responses to the pilot assessment would yield useful information for integration into a holistic review admissions framework.

Methods: We designed a pilot assessment by identifying Likert scale items from validated tools designed to assess racial attitudes and structural competency that were deemed mission-aligned and relevant to health, medicine, and education policy as well as an open-constructed response item. The pilot assessment was distributed to all interviewees to a CAP fellowship during the 2020-2021 applicant cycle (n = 29). We conducted a thematic analysis and descriptive quantitative analysis of the responses to the pilot assessment to understand patterns and trends.

Results: On the Likert scale items, there was general agreement on items related to social determinants of health. There was more spread in responses to questions related to biological race and policies to combat structural racism. Thematic analysis of the open-constructed response items revealed six core themes: disparities in healthcare access, social determinants of health, racial bias in society, inequities in medicine, with some responses coded as cautionary indicators, which expressed potentially negative racial attitudes or limited engagement with question content.

Conclusions: A novel mission-aligned assessment provided applicants with an additional opportunity to demonstrate anti-racism competencies, identified as mission-aligned for a CAP fellowship program. Responses to the pilot assessment appeared to yield meaningful differences, which may be valuable for incorporating into a holistic review framework. Such program-specific assessment within the supplementary application is a promising strategy to enhance holistic review by deepening programs' ability to select mission-aligned applicants.