Johns Hopkins University School of Medicine, Baltimore, MD, USA,
Acad Psychiatry. 2014 Apr;38(2):185-90. doi: 10.1007/s40596-014-0037-7. Epub 2014 Feb 5.
With the shift of interest in psychiatry towards patient-oriented research with clinically relevant outcomes, there is a critical need for well-trained psychiatrist-scientists. The authors report on two developmentally tailored, longitudinal research training curricula designed to use peer mentoring to bridge the gap between physicians and scientists and to promote careers in academic research.
The authors instituted two independent research training curricula, one for first-year and one for second-to-fourth-year psychiatry residents, spanning two campuses of one institutional residency training program. Each curriculum's participants included psychiatry residents and peer scientific investigators, and both were attended by senior scientists and departmental leaders. The authors developed and administered an anonymous survey at the end of the first cycle of the first-year resident curriculum to assess participant attitudes.
The first-year and second-to-fourth-year resident curricula have been implemented for 3 and 2 years, respectively. The authors observed overall participant satisfaction with the first-year curricula, independent of trainee status. Furthermore, first-year psychiatry residents reported increased interest in academic research careers after exposure to the curricula.
Results suggest that it is possible to encourage academic research careers using peer mentoring, an innovative approach that requires minimal funding, causes little disruption to the residents' schedule and engages the gamut of individuals involved in psychiatry care and research: psychiatrists-in-training and young non-clinician scientists-in-training.
随着精神病学研究兴趣向以患者为中心、具有临床相关性的结果转移，对训练有素的精神病学家-科学家的需求至关重要。作者报告了两个针对特定发展阶段的纵向研究培训课程，旨在利用同行指导来弥合医生和科学家之间的差距，并促进学术研究职业发展。
作者制定了两个独立的研究培训课程，一个针对第一年的住院医师，另一个针对第二年至第四年的住院医师，跨越一个机构住院医师培训项目的两个校区。每个课程的参与者包括精神病住院医师和同行科学研究人员，并且都有资深科学家和部门领导参加。作者在第一年住院医师课程的第一周期结束时开发并管理了一项匿名调查，以评估参与者的态度。
第一年和第二年至第四年的住院医师课程分别实施了 3 年和 2 年。作者观察到参与者对第一年课程的总体满意度，而与受训者身份无关。此外，接触课程后，第一年的精神病住院医师报告对学术研究职业的兴趣增加。
结果表明，使用同行指导鼓励学术研究职业是可能的，这是一种创新方法，需要的资金很少，对住院医师的日程安排几乎没有干扰，并涉及参与精神病学护理和研究的各个方面：受训中的精神病学家和年轻的非临床科学家。
