Integrating neuroscience in the training of psychiatrists: a patient-centered didactic curriculum based on adult learning principles.

OBJECTIVE

The authors describe the development and implementation of a new adult psychiatry residency didactic curriculum based on adult learning principles and an integrative, patient-centered approach that includes a progressive 4-year neuroscience curriculum.

METHOD

The authors describe the process of conducting a needs assessment, engaging stakeholders and developing guiding principles for the new curriculum. The curriculum was evaluated using qualitative measures, a resident survey, course evaluations, and a pilot version of a specialized assessment tool.

RESULTS

Feedback from the resident survey and from course evaluations was positive, and residents indicated interest in receiving additional training in neuroscience. Residents self-reported not incorporating neuroscience into formulation and treatment planning as often as other perspectives. They also reported that neuroscience was reinforced less by clinical faculty than other perspectives. Performance on the curriculum assessment corroborated that clinical application of neuroscience may benefit from additional reinforcement.

CONCLUSIONS

Residents responded well to the design and content of the new didactic curriculum. The neuroscience component appears to have achieved its primary objective of enhancing attitudes to the field. Continued work including enhancing the culture of neuroscience at the clinical sites may be required to achieve broader behavioral goals.