Mallo C Jason, Mintz David L, Lewis Katie C
Psychodyn Psychiatry. 2014 Jun;42(2):243-54. doi: 10.1521/pdps.2014.42.2.243.
A growing body of evidence suggests that psychiatric medication outcomes are shaped significantly by psychological and social factors surrounding the prescribing process. Little, however, is known about the extent to which psychiatry programs integrate this evidence base into residency training or the methods by which this is accomplished. Psychiatry residency program directors and chief residents participated in an exploratory online survey to establish how psychosocial factors known to impact medication outcomes are integrated into psychopharmacology education. While participants highly valued the importance of psychosocial factors in the prescribing process, there was limited emphasis of these factors in psychopharmacology training. Additionally, some teaching methods that could advance understanding of complex interactions in the psychopharmacology relationship were found to be underutilized. Given that medication outcomes are significantly influenced by psychosocial factors, psychiatric educators have a responsibility to teach residents about the evidence base available. Residents exposed to this evidence base will be better equipped to manage the complexities of the psychopharmacology role. The results of this study offer clues as to how psychosocial factors may be more fully integrated into residency psychopharmacology training.
越来越多的证据表明，精神科药物治疗的结果在很大程度上受到处方过程中周围心理和社会因素的影响。然而，对于精神科项目将这一证据基础纳入住院医师培训的程度，以及实现这一目标的方法，人们知之甚少。精神科住院医师项目主任和总住院医师参与了一项探索性在线调查，以确定已知会影响药物治疗结果的心理社会因素是如何纳入精神药理学教育的。虽然参与者高度重视心理社会因素在处方过程中的重要性，但在精神药理学培训中对这些因素的强调有限。此外，一些能够促进对精神药理学关系中复杂相互作用理解的教学方法被发现未得到充分利用。鉴于药物治疗结果受到心理社会因素的显著影响，精神科教育工作者有责任向住院医师传授现有的证据基础。接触到这一证据基础的住院医师将更有能力应对精神药理学角色的复杂性。这项研究的结果为心理社会因素如何更全面地纳入住院医师精神药理学培训提供了线索。
