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The DSM-5: An Opportunity to Affirm “The Whole Child” Concept in Child and Adolescent Psychiatric Residency Training

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Abstract

This article summarizes a 2013 American Psychiatric Association annual meeting presentation on the incorporation of the DSM-5 into child and adolescent psychiatric residency training with focus on the potential benefits of the DSM-5 for medical education.

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Acknowledgments

The author would like to thank Mary Beth Lake, MD; Elisabeth Guthrie, MD; and Tami Benton, MD, who were instrumental in an earlier version of this talk.

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Implications for Academic Leaders

• To review and revise the structure, content, and support of faculty development in teaching and lifelong learning

• To assess and improve models of clinical care that involve faculty and trainees

Implications for Educators

• To emphasize the importance of development and the “whole child”

• To review and revise the structure and content of teaching, particularly in the areas of psychopathology and assessment

• For the faculty to be role models, demonstrating the importance and practice of lifelong learning

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Authors and Affiliations

  1. Emory University School of Medicine, Atlanta, GA, USA

    Arden D. Dingle

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  1. Arden D. Dingle
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Correspondence to Arden D. Dingle.

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Dingle, A.D. The DSM-5: An Opportunity to Affirm “The Whole Child” Concept in Child and Adolescent Psychiatric Residency Training. Acad Psychiatry 38, 64–66 (2014). https://doi.org/10.1007/s40596-013-0007-5

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  • DOI: https://doi.org/10.1007/s40596-013-0007-5

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