Dubovsky Steven L
Department of Psychiatry, University at Buffalo, New York, USA.
Acad Psychiatry. 2005 May-Jun;29(2):155-61. doi: 10.1176/appi.ap.29.2.155.
To review the current status of psychopharmacology education for medical students, residents, and practitioners in psychiatry and other specialties.
A search of the MEDLINE and PsychInfo data bases was conducted using four keywords: pharmacology, psychopharmacology, teaching, and student. Additional references were obtained from citations in these articles. Published material was supplemented with the experience of the author and others involved in psychopharmacology teaching.
The majority of psychopharmacology education is provided by faculty from disciplines that include psychiatry, primary care medicine, basic science, and pharmacy. The pharmaceutical industry supports a substantial amount of continuing medical education (CME) by psychiatrists, pharmacists, and other medical practitioners, while much of the information that office practitioners receive and an increasing amount of material provided to residents comes from pharmaceutical representatives. The most important attributes of the effective psychopharmacology educator are knowledge, enthusiasm, honesty, an ability to encourage critical thinking, and genuine interest in the student. However, the primary criteria for participation in psychopharmacology education are faculty who are most available and willing in the academic medical center and those who engage in paid CME activities.
Educators with clinical experience should play a core role in helping students to integrate research with actual clinical practice and should be able to teach students how to evaluate new research in psychopharmacology, especially if it is industry sponsored.
回顾医学院学生、住院医师以及精神病学和其他专业从业者的精神药理学教育现状。
使用四个关键词（药理学、精神药理学、教学、学生）对MEDLINE和PsychInfo数据库进行检索。从这些文章的参考文献中获取其他资料。已发表的材料辅以作者及其他参与精神药理学教学人员的经验。
大部分精神药理学教育由来自包括精神病学、初级保健医学、基础科学和药学等学科的教员提供。制药行业为精神科医生、药剂师和其他医学从业者提供了大量的继续医学教育（CME），而门诊从业者获取的大部分信息以及提供给住院医师的越来越多的材料都来自药品代表。有效的精神药理学教育者最重要的特质是知识、热情、诚实、鼓励批判性思维的能力以及对学生的真正兴趣。然而，参与精神药理学教育的主要标准是学术医疗中心中最有空且愿意参与的教员以及那些参与付费CME活动的教员。
具有临床经验的教育者应在帮助学生将研究与实际临床实践相结合方面发挥核心作用，并且应该能够教导学生如何评估精神药理学方面的新研究，尤其是由行业赞助的研究。
