Sawyer Michael, Giesen Femke
Research and Evaluation Unit, Women's and Children's Hospital, North Adelaide, SA, Australia.
Aust N Z J Psychiatry. 2007 Aug;41(8):675-81. doi: 10.1080/00048670701449153.
To identify the goals, content, and time allocated for undergraduate child psychiatry teaching programmes in Australian medical schools.
A structured questionnaire designed specifically for the present study was used to identify the goals, content, and time allocated to child psychiatry teaching for undergraduate medical students. Staff responsible for child psychiatry teaching programmes at all 15 medical schools in Australia were contacted and those in 12 schools (80%) agreed to participate.
All 12 medical schools provided some teaching relevant to child psychiatry. Teaching was commonly provided as part of general psychiatry and/or paediatric teaching programmes. Between 4 and 12 h were allocated for child psychiatry teaching, with the exception of one school, which assigned 46 h. Ten schools (83%) offered clinical placements in child psychiatry to some or all students, with placements ranging in length from 0.5 days to 8 weeks. However, only four schools (33%) offered clinical placements to all students. Two schools (17%) offered no clinical placements or electives in child psychiatry. The skills required to assess children and families, and knowledge about normal child development were identified as key teaching goals. Barriers to teaching child psychiatry included the lack of academic child psychiatrists in Australia, and the limited time allocated for this teaching in medical school curricula.
The amount of time allocated for teaching child psychiatry in Australian medical schools is relatively small and not consistent with the size of the public health problem posed by child and adolescent mental disorders. Staff responsible for teaching child psychiatry need to coordinate their activities more effectively at a national level to identify teaching goals, design curricula, and advocate for high-quality child psychiatry teaching programmes in medical schools.
确定澳大利亚医学院校本科儿童精神病学教学计划的目标、内容和分配时间。
采用专门为本研究设计的结构化问卷，以确定本科医学生儿童精神病学教学的目标、内容和分配时间。研究联系了澳大利亚所有15所医学院校中负责儿童精神病学教学计划的工作人员，其中12所学校（80%）同意参与。
所有12所医学院校都提供了一些与儿童精神病学相关的教学。教学通常作为普通精神病学和/或儿科学教学计划的一部分。除一所学校分配了46小时外，其他学校分配给儿童精神病学教学的时间为4至12小时。10所学校（83%）为部分或全部学生提供了儿童精神病学临床实习，实习时长从0.5天到8周不等。然而，只有4所学校（33%）为所有学生提供了临床实习。两所学校（17%）未提供儿童精神病学临床实习或选修课程。评估儿童及其家庭所需的技能以及关于儿童正常发育的知识被确定为关键教学目标。儿童精神病学教学的障碍包括澳大利亚缺乏学术儿童精神科医生，以及医学院校课程中分配给该教学的时间有限。
澳大利亚医学院校分配给儿童精神病学教学的时间相对较少，与儿童和青少年精神障碍所带来的公共卫生问题规模不相称。负责儿童精神病学教学的人员需要在国家层面更有效地协调其活动，以确定教学目标、设计课程，并倡导在医学院校开展高质量的儿童精神病学教学计划。
