Department of Psychiatry and Behavioral Medicine, Medical College of Wisconsin, Milwaukee, WI.
Psychosomatics. 2013 Nov-Dec;54(6):560-6. doi: 10.1016/j.psym.2013.07.005. Epub 2013 Sep 5.
Although required by the Accreditation Council for Graduate Medical Education, training of general psychiatry residents in Psychosomatic Medicine (PM) varies significantly between programs. In 1996, the Academy of Psychosomatic Medicine (APM) developed guidelines for residency training in PM. Since then, there has been no assessment of the status of PM training during psychiatry residency.
Assessment of the current state of PM training in U.S. psychiatry residency programs.
A 46-item questionnaire was sent via e-mail to 206 residency directors. Four major areas were assessed: the timing and duration of the PM rotation, level of faculty supervision, didactic curriculum, and role (or potential role) of the APM in residency education.
Ninety-two surveys were returned (response rate 45%). Forty-four (54%) of the general psychiatry residencies reported the total duration of the C-L rotation as being between 3 and 6 months (including both full- and part-time rotation). Only 38 (46%) programs' residents complete their PM experience in 1 year of residency. The average Full-Time Equivalent of teaching faculty per service was 1.74 (standard deviation 0.92). Sixty-four (77%) programs have a formal didactic curriculum in C-L. Eighty-one (98%) respondents were aware of the APM. Fifty-eight (70%) had APM members among faculty. The most popular responses on how the APM could best serve training programs were the creation of a subspecialty curriculum (73%) as well as the development of a competency-based evaluation tool (66%).
There is significant variation in how residents are taught PM during their training. The APM is a well-recognized organization that may define what constitutes adequate residency training in PM and may help programs fulfill the educational needs of residents.
尽管这是研究生医学教育认证委员会的要求，但在不同的项目中，普通精神病学住院医师的身心医学培训差异很大。1996 年，身心医学学院制定了身心医学住院医师培训指南。此后，一直没有对精神病学住院医师培训期间身心医学培训的状况进行评估。
评估美国精神病学住院医师培训项目中身心医学培训的现状。
通过电子邮件向 206 名住院医师主任发送了一份 46 项的调查问卷。评估了四个主要领域：身心医学轮转的时间和持续时间、教师监督水平、教学课程以及身心医学学院在住院医师教育中的作用（或潜在作用）。
共收回 92 份调查（应答率为 45%）。44 个（54%）普通精神病学住院医师报告说，C-L 轮转的总持续时间为 3 至 6 个月（包括全职和兼职轮转）。只有 38 个（46%）项目的住院医师在 1 年的住院医师培训中完成他们的身心医学经验。每个服务的全职当量教学教师平均为 1.74（标准差为 0.92）。64 个（77%）项目在 C-L 中有正式的教学课程。81 名（98%）受访者知道身心医学学院。58 名（70%）教师中有身心医学学院的成员。回答如何让身心医学学院最好地为培训项目服务的最受欢迎的答案是创建一个亚专业课程（73%）以及开发一个基于能力的评估工具（66%）。
住院医师在培训期间接受身心医学教学的方式存在很大差异。身心医学学院是一个公认的组织，它可以定义什么是身心医学住院医师培训的充分条件，并帮助项目满足住院医师的教育需求。
