University of North Carolina Hospitals, Chapel Hill, NC, USA.
University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC, USA.
Acad Psychiatry. 2023 Aug;47(4):390-401. doi: 10.1007/s40596-023-01760-2. Epub 2023 Mar 21.
The purpose of this review was to synthesize published literature describing integrated care education available to general psychiatry residents in the United States (US) in order to better understand curricular models and summarize curriculum barriers and facilitators.
The authors searched electronic databases for articles describing integrated care education for general psychiatry residents. Minimum inclusion criteria were focus on an ambulatory integrated care curriculum, description of the study population and training program, publication in English, and program location in the US. Data extracted included trainee, faculty, or collaborator evaluations, educational model, level of care integration, and barriers or facilitators to implementation.
The literature search identified 18 articles describing curricula at 26 residency programs for inclusion. Most programs offered clinical and didactic curricula to advanced trainees across a variety of care integration levels. Common barriers included fiscal vulnerability and difficulties identifying team members or clarifying team member roles. Common facilitators included institutional and interdepartmental support, dedicated space, and faculty supervision. No statistical analysis was able to be performed due to study heterogeneity.
This review found a relatively small number of articles written about integrated care education for psychiatry residents. Resident evaluation suggests this training is valuable regardless of curriculum structure, training years, or level of care integration. Dedicated funding, staff, and space were crucial for successful curricula. This review highlights a need for more rigorous research characterizing and evaluating integrated care education.
本综述旨在综合已发表的文献，描述美国普通精神病学住院医师可获得的整合照护教育，以更好地了解课程模式，并总结课程障碍和促进因素。
作者搜索了电子数据库中描述普通精神病学住院医师整合照护教育的文章。最低纳入标准是关注门诊整合照护课程、描述研究人群和培训计划、以英文发表以及项目地点在美国。提取的数据包括学员、教师或合作者的评估、教育模式、照护整合程度以及实施的障碍或促进因素。
文献检索确定了 18 篇文章，描述了 26 个住院医师培训项目的课程，纳入本研究。大多数项目为不同整合程度的高级学员提供临床和理论课程。常见的障碍包括财务脆弱性和难以确定团队成员或澄清团队成员角色。常见的促进因素包括机构和部门间的支持、专用空间和教师监督。由于研究的异质性，无法进行统计分析。
本综述发现了相对较少的关于精神病学住院医师整合照护教育的文章。学员评估表明，无论课程结构、培训年限或照护整合程度如何，这种培训都是有价值的。专门的资金、人员和空间是成功课程的关键。本综述强调了需要更多严格的研究来描述和评估整合照护教育。
