TY - JOUR
T1 - Development of a diverse learning experience for diverse psychiatry resident needs
T2 - A four-year biological psychiatry curriculum incorporating principles of neurobiology, psychopharmacology, and evidence-based practice
AU - Muzyk, Andrew J.
AU - Gagliardi, Jane P.
AU - Rakesh, Gopalkumar
AU - Jiroutek, Michael R.
AU - Radhakrishnan, Rajiv
AU - Pae, Chi Un
AU - Masand, Prakash S.
AU - Szabo, Steven T.
N1 - Publisher Copyright:
© 2017 Korean Neuropsychiatric Association.
PY - 2017
Y1 - 2017
N2 - Objective A clinically relevant approach to patient care grounded in neurobiological constructs and evidence based practice which emphasizes a relevant psychopharmacology is needed to optimally train psychiatry residents. Methods We implemented a biological psychiatry course that now incorporates neurobiology, psychopharmacology, and evidencebased practice in conjunction with a Research Domain Criteria (RDoC) perspective. A survey launched prior to course implementation and following each class session, served as the outcome metric of residents’ attitudes toward the new curriculum and followed a baseline attitudinal survey designed to evaluate the program. Results Greater than 90% of the psychiatry residents at Duke University who took the attitudinal survey agreed or strongly agreed with needing a course that helped them develop an understanding of neurobiology, psychopharmacology, and evidence-based practice concepts. Most residents also indicated a less than adequate understanding of the neurobiology and psychopharmacology of psychiatric disorders prior to sessions. Conclusion Our biological psychiatry curriculum was associated with enthusiasm among residents regarding the incorporation of neurobiology, psychopharmacology, and evidence-based practice into course topics and discussions. A biological psychiatry curriculum with integrated neurobiology and psychopharmacology built on an evidence base approach is possible, well-received, and needed in training of future psychiatrists.
AB - Objective A clinically relevant approach to patient care grounded in neurobiological constructs and evidence based practice which emphasizes a relevant psychopharmacology is needed to optimally train psychiatry residents. Methods We implemented a biological psychiatry course that now incorporates neurobiology, psychopharmacology, and evidencebased practice in conjunction with a Research Domain Criteria (RDoC) perspective. A survey launched prior to course implementation and following each class session, served as the outcome metric of residents’ attitudes toward the new curriculum and followed a baseline attitudinal survey designed to evaluate the program. Results Greater than 90% of the psychiatry residents at Duke University who took the attitudinal survey agreed or strongly agreed with needing a course that helped them develop an understanding of neurobiology, psychopharmacology, and evidence-based practice concepts. Most residents also indicated a less than adequate understanding of the neurobiology and psychopharmacology of psychiatric disorders prior to sessions. Conclusion Our biological psychiatry curriculum was associated with enthusiasm among residents regarding the incorporation of neurobiology, psychopharmacology, and evidence-based practice into course topics and discussions. A biological psychiatry curriculum with integrated neurobiology and psychopharmacology built on an evidence base approach is possible, well-received, and needed in training of future psychiatrists.
KW - Active learning
KW - Evidence-based practice
KW - Neurobiology
KW - Pedagogy
KW - Psychopharmacology
KW - Resident education
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U2 - 10.4306/pi.2017.14.3.289
DO - 10.4306/pi.2017.14.3.289
M3 - Article
AN - SCOPUS:85019631321
SN - 1738-3684
VL - 14
SP - 289
EP - 297
JO - Psychiatry Investigation
JF - Psychiatry Investigation
IS - 3
ER -