Lacy Timothy, Hughes John D
Department of Psychiatry, Malcolm Grow Medical Center, Andrews Air Force Base, MD 20762, USA.
Acad Psychiatry. 2006 Sep-Oct;30(5):410-5. doi: 10.1176/appi.ap.30.5.410.
Psychotherapy and biological psychiatry remain divided in psychiatry residency curricula. Behavioral neurobiology and neuropsychiatry provide a systems-level framework that allows teachers to integrate biology, psychodynamics, and psychology.
The authors detail the underlying assumptions and outline of a neural systems-based neuroscience course they teach at the National Capital Consortium Psychiatry Residency Program. They review course assessment reports and classroom observations.
Self-report measures and teacher observations are encouraging. By the end of the course, residents are able to discuss both neurobiological and psychodynamic/psychological concepts of distributed biological neural networks. They verbalize an understanding that psychology is biology, that any distinction is artificial, and that both are valuable.
A neuroscience curriculum founded on the underlying principles of behavioral neurobiology and neuropsychiatry is inherently anti-reductionistic and facilitates the acquisition of detailed information as well as critical thinking and cross-disciplinary correlations with psychological theories and psychotherapy.
在精神病学住院医师培训课程中，心理治疗与生物精神病学仍然处于分离状态。行为神经生物学和神经精神病学提供了一个系统层面的框架，使教师能够整合生物学、心理动力学和心理学。
作者详细阐述了他们在国家首都联合精神病学住院医师培训项目中所教授的基于神经系统的神经科学课程的基本假设和大纲。他们回顾了课程评估报告和课堂观察情况。
自我报告测量和教师观察结果令人鼓舞。课程结束时，住院医师能够讨论分布式生物神经网络的神经生物学概念以及心理动力学/心理学概念。他们表达了一种理解，即心理学就是生物学，任何区分都是人为的，且两者都有价值。
基于行为神经生物学和神经精神病学基本原理的神经科学课程本质上是反还原论的，有助于获取详细信息，以及培养批判性思维，并促进与心理学理论和心理治疗的跨学科关联。
