A Descriptive Study of a Spirituality Curriculum for General Psychiatry Residents

2017 ◽  
Vol 41 (4) ◽  
pp. 471-476 ◽  
Author(s):  
Thomas F. McGovern ◽  
Terry McMahon ◽  
Jessica Nelson ◽  
Regina Bundoc-Baronia ◽  
Chuck Giles ◽  
...  
Author(s):  
Tobias Wasser ◽  
Saksham Chandra ◽  
Katherine Michaelsen

Purpose The purpose of this paper is to review the impact of a new, brief forensic rotation for general psychiatry residents on the variety of residents’ forensic exposures. Design/methodology/approach The authors surveyed residents who trained before and after the implementation of the new rotation to assess the impact of the rotation on the residents’ forensic experiences during training across a variety of domains. Findings Even in a highly clinical forensic setting, residents participating in the required rotation reported significantly greater variety of forensic experiences than those who had not completed the required rotation, including types of settings and assessments, Rotation completers reported greater exposure to various types of settings and assessments, and courtroom-related experiences, as well as the overall number of forensic exposures. The two groups did not differ in their forensic exposures in general psychiatry settings, civil-forensic evaluations or diverse forensic populations. Secondary analyses showed that increased exposure to court-based experiences and multiple forensic settings was associated with forensic fellowship interest. Originality/value This study demonstrates that a brief, mandatory forensic clinical rotation may increase residents’ exposure to forensic settings, assessments and courtroom-related experiences and that increased exposure to courtroom-based experiences in particular may increase interest in forensic fellowship. While not surprising, the results demonstrate that residents were not otherwise having these forensic experiences and that even time-limited forensic rotations can enhance the breadth of residents’ forensic exposures. Further, the rotation achieved these outcomes without using typical forensic sites but instead highly clinical sites, which may be particularly encouraging to residency programs without ready access to classic forensic rotation sites. This study contributes to the small but expanding body of the literature describing the value of increasing psychiatry residents’ training in clinical forensic psychiatry.


2017 ◽  
Vol 54 (2) ◽  
pp. 179-191 ◽  
Author(s):  
Stacia Mills ◽  
Anna Q. Xiao ◽  
Kate Wolitzky-Taylor ◽  
Russell Lim ◽  
Francis G. Lu

The objective of this study was to assess whether a 1-hour didactic session on the DSM-5 Cultural Formulation Interview (CFI) improves the cultural competence of general psychiatry residents. The main hypothesis was that teaching adult psychiatry residents a 1-hour session on the CFI would improve cultural competence. The exploratory hypothesis was that trainees with more experience in cultural diversity would have a greater increase in cultural competency scores. Psychiatry residents at a metropolitan, county hospital completed demographics and preintervention questionnaires, were exposed to a 1-hour session on the CFI, and were given a postintervention questionnaire. The questionnaire was an adapted version of the validated Cultural Competence Assessment Tool . Paired samples t tests compared pre- to posttest change. Hierarchical linear regression assessed whether pretraining characteristics predicted posttest scores. The mean change of total pre- and posttest scores was significant ( p = .002), as was the mean change in subscales Nonverbal Communications ( p < .001) and Cultural Knowledge ( p = .002). Demographic characteristics did not predict higher posttest scores (when covarying for pretest scores). Psychiatry residents’ cultural competence scores improved irrespective of previous experience in cultural diversity. More research is needed to further explore the implications of the improved scores in clinical practice.


Author(s):  
Eze U. Chikezie ◽  
Ikenna D. Ebuenyi ◽  
Erefagha Leonardo P. Allagoa ◽  
Ifeoma N. Onyeka

Abstract Objective Substance use disorder (SUD) is a global concern. Evidence from high-income countries suggests that SUD training for psychiatry residents is less than optimal but it is unknown whether the situation is different in low-/middle-income settings. This study assessed psychiatry residents’ perception of their SUD training. Methods A cross-sectional survey was conducted among general psychiatry residents in Nigeria from November 2018 to May 2019. Data were collected through self-completion of an English-language questionnaire with multiple-choice and open-ended questions administered face-to-face and online. Results A total of 51 participants completed the questionnaire, mean age 33.6 years and 76.5% men. Most participants (70.6%) expressed interest in addiction psychiatry, and 47.1% perceived their SUD training as inadequate. When asked to rate satisfaction with the SUD training they have received so far, 52.9% were unsatisfied, and the absence of in-house SUD training (29.4%) was the leading cause of dissatisfaction. For those who were satisfied, the most common reasons were availability of SUD training and treatment-related factors (31.4%). The most frequent suggestions for making addiction psychiatry subspecialty attractive to psychiatry residents were provision of SUD treatment units, structured SUD training, and continuity of such training. Equipping existing SUD treatment units and creating more treatment units were the most common suggestions for improving current SUD training. Conclusion This study demonstrated a high level of interest in addiction psychiatry, but satisfaction with SUD training was mixed. Addressing causes of dissatisfaction and areas suggested for improvement would be necessary to sustain interest.


2020 ◽  
Vol 44 (5) ◽  
pp. 611-618
Author(s):  
Justine W. Welsh ◽  
Sandra M. DeJong ◽  
Jeffrey DeVido ◽  
Ann C. Schwartz

Author(s):  
Charles L. Scott ◽  
Brian J. Holoyda

Correctional settings are important and worthy training sites for medical students, general psychiatry residents, child and adolescent psychiatry residents, and forensic psychiatry fellows. Logically, educating future clinicians on how to best treat individuals with mental illness should occur in settings that most commonly treat them. In the United States, there are now more than three times as many persons with serious mental illness in jails and prisons than hospitals, making America’s jails and prisons the new and largest mental hospitals. Despite a resulting increased need for correctional psychiatrists, most general psychiatry residency programs do not provide training in a correctional site. In an online survey of U.S. general psychiatry residency program training directors, less than one third of responding programs reported that a correctional training site was mandatory for trainees. Correctional settings can provide appropriate and meaningful training opportunities for both medical school students and psychiatry residents. Despite a need for psychiatrists trained in correctional psychiatry, such training is not currently available in the majority of programs. Future educators interested in developing academic teaching affiliations should anticipate concerns by trainees and be prepared to address those concerns. The opportunity for matching current psychiatric training requirements with correctional settings abound. Providing care to individuals with mental illness where they live increasingly means providing care to those persons who are in incarcerated in jails and prisons.


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