Dalhousie University, Halifax, Nova Scotia, Canada.
University of British Columbia, Surrey, British Columbia, Canada.
Acad Psychiatry. 2018 Apr;42(2):217-221. doi: 10.1007/s40596-017-0756-7. Epub 2017 Jun 28.
A novel neuroscience curriculum was developed attempting to address the growing consensus that increased attention be given to incorporating clinical neuroscience in psychiatric residencies.
Eight 2-h sessions delivered over 2 academic years were incorporated into the teaching curriculum at one institution in which residents participated in case-based clinical neuroscience learning. Each session utilized multimodal teaching methods facilitated by two senior psychiatry residents with support from a faculty mentor. A survey assessing resident comfort with clinical neurosciences was gathered over four timepoints during the 2-year period.
There were 69 attendees in total across the four time points, with a 100% response rate to the surveys. There was a significant overall effect found, F(3,16) = 12.64, p < .01, on resident comfort level between the four timepoints. There was a significant increase in comfort level at the third timepoint compared to the first two timepoints; however, there was a notable drop in comfort level between the third and fourth timepoint such that there was no statistically significant difference between the first and last timepoint. Nevertheless, despite mixed positive and negative responses on qualitative analysis, all residents supported the continuation of the course.
Resident comfort level did not change appreciably with this curriculum; however, there was unanimous support for the continuation of the course in future years. Incorporating this type of curriculum is feasible in a medium-sized psychiatry residency program. Given that subjective comfort ratings are not indicative of actual competency, future work should include objective, competency-based outcomes.
开发了一门新的神经科学课程，旨在回应越来越多的共识，即需要更多地关注将临床神经科学纳入精神科住院医师培训中。
在一个机构的教学课程中纳入了 8 个为期 2 个学年的 2 小时课程，住院医师通过案例为基础的临床神经科学学习参与其中。每个课程都采用了多种教学方法，由两名资深精神科住院医师和一名教师导师提供支持。在 2 年期间的 4 个时间点收集了评估住院医师对临床神经科学的舒适度的调查。
共有 69 名参与者在 4 个时间点，调查的回应率为 100%。在四个时间点的住院医师舒适度水平上，发现了一个显著的整体效果，F(3,16)=12.64，p<.01。与前两个时间点相比，第三个时间点的舒适度水平显著提高；然而，在第三个和第四个时间点之间舒适度水平显著下降，以至于第一个和最后一个时间点之间没有统计学上的显著差异。尽管在定性分析中存在混合的正面和负面反应，但所有住院医师都支持继续开设该课程。
本课程并未显著改变住院医师的舒适度水平；然而，对于未来几年继续开设该课程，所有住院医师都表示一致支持。在中等规模的精神病学住院医师培训计划中，纳入这种类型的课程是可行的。鉴于主观舒适度评分不能反映实际能力，未来的工作应包括客观的、基于能力的结果。
