Promoting Scholarship During Child and Adolescent Psychiatry Residency
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
In 2003, the Institute of Medicine (IOM) drew attention to the critical national shortage of psychiatrist-researchers and the need for competency-based curricula to promote research training during psychiatry residency as one way to address this shortage at the institutional level. Here, the authors report on the adaptation, implementation, and results attained with a broadly applicable, developmental, competency-based framework for promoting scholarship during child and adolescent psychiatry residency.
The authors instituted structural program changes, protecting time for all residents to engage in scholarly pursuits and a mentorship program to support residents in their scholarly interests. The authors assessed five graduating classes before and five classes after these changes were implemented, examining whether these changes sustained scholarship for residents with previous experience during general psychiatry residency and whether they promoted emergence of new scholarship among residents without such experience.
The authors observed a tenfold increase in the number of residents engaged in rigorously-defined scholarly pursuits after the program changes, which helped sustain the scholarship of more residents with previous experience and promoted the emergence of more new scholarship among residents without previous experience.
The authors conclude that it is possible to sustain and promote scholarship during child psychiatry residency despite the relatively short duration of the program and the many requirements for graduation and certification. The changes implemented were universal in scope and required no special funding mechanisms, making this approach potentially exportable to other training programs.
- Institute of Medicine: Research training in psychiatry residency: strategies for reform. 2003. Washington, DC, National Academy Press; http://www.nap.edu/catalog/10823.html
- Yager J, Greden J, Abrams M, et al: The Institute of Medicine’s Report on Research Training in Psychiatry Residency: Strategies for Reform: Background, Results, and Follow-Up. Acad Psychiatry 2004; 28:267–274 CrossRef
- Gilbert AR, Tew JD Jr, Reynolds CF 3rd, et al: A developmental model for enhancing research training during psychiatry residency. Acad Psychiatry 2006; 30:55–62 CrossRef
- Back SE, Book SW, Santos AB, et al: Training physician-scientists: a model for integrating research into psychiatric residency. Acad Psychiatry 2011; 35:40–45 CrossRef
- Stubbe D, Martin A, Bloch M, et al: Model curriculum for academic child and adolescent psychiatry training. Acad Psychiatry 2008; 32:366–376 CrossRef
- Jeste DV, Halpain MC, Trinidad GI, et al: UCSD’s short-term research training programs for trainees at different levels of career development. Acad Psychiatry 2007; 31:160–167 CrossRef
- Kunik ME, Hudson S, Schubert B, et al: Growing our own: a regional approach to encourage psychiatric residents to enter research. Acad Psychiatry 2008; 32:236–240 CrossRef
- Roane DM, Inan E, Haeri S, et al: Ensuring research competency in psychiatric residency training. Acad Psychiatry 2009; 33:215–220 CrossRef
- Kirchner JE, Owen RR, Nordquist C, et al: Developing clinician-scientists through integrated research training in psychiatry. Teach Learn Med 1998; 10:183–187 CrossRef
- Hamoda HM, Bauer MS, DeMaso DR, et al: A competency-based model for research training during psychiatry residency. Harv Rev Psychiatry 2011; 19:78–85 CrossRef
- Promoting Scholarship During Child and Adolescent Psychiatry Residency
Volume 36, Issue 6 , pp 443-447
- Cover Date
- Print ISSN
- Online ISSN
- Additional Links