Narasimha Venkata Lakshmi, Suhas Satish, Dixit Advait, Murthy Pratima
Centre for Addiction Medicine, Department of Psychiatry, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, India.
Dept. of Psychiatry, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, India.
Indian J Psychol Med. 2024 Sep;46(5):391-399. doi: 10.1177/02537176241284348. Epub 2024 Sep 21.
This review examines the historical developments, current state of training, existing challenges, and opportunities for undergraduate, postgraduate, and super specialty psychiatry education in India.
For this narrative review, we examined information from the published literature, along with key documents from the Indian Psychiatric Society, the National Medical Commission, and other relevant sources.
In India, psychiatry training has seen significant advancements since independence, particularly in the past decade, driven by the recommendations of the Indian Psychiatric Society and the introduction of competency-based medical education by the National Medical Commission. This transformation has redefined undergraduate and postgraduate training across all medical disciplines, including psychiatry. The shift has moved away from traditional, time-bound frameworks toward a focus on acquiring specific competencies essential for effective clinical practice. This approach ensures that trainees gain theoretical knowledge and develop practical skills and professional attitudes crucial for patient care. However, a major challenge highlighted in this review is the transition of senior residents to faculty roles without adequate training in teaching, research, academia, and leadership. Despite this, they are expected to excel in these areas upon assuming faculty positions. To address this gap, we emphasize the urgent need for a comprehensive faculty development program for early career faculty. Our proposed initiative aims to bridge these gaps and support the development of future leaders and educators in psychiatry. The recommendations outlined in this review seek to create a robust educational environment that will cultivate the next generation of psychiatrists in India.
本综述探讨了印度本科、研究生和超专科精神病学教育的历史发展、培训现状、现存挑战及机遇。
对于本叙述性综述，我们研究了已发表文献中的信息，以及印度精神病学会、国家医学委员会和其他相关来源的关键文件。
在印度，自独立以来，尤其是在过去十年中，精神病学培训取得了显著进展，这得益于印度精神病学会的建议以及国家医学委员会引入的基于能力的医学教育。这一转变重新定义了包括精神病学在内的所有医学学科的本科和研究生培训。这种转变已从传统的、有时间限制的框架转向注重获取有效临床实践所必需的特定能力。这种方法确保学员获得理论知识，并培养对患者护理至关重要的实践技能和专业态度。然而，本综述中突出的一个主要挑战是高级住院医师在没有接受关于教学、研究、学术界和领导力的充分培训的情况下向教师角色的转变。尽管如此，他们在担任教师职位后仍被期望在这些领域表现出色。为了弥补这一差距，我们强调迫切需要为早期职业教师制定全面的教师发展计划。我们提议的倡议旨在弥合这些差距，并支持精神病学领域未来领导者和教育工作者的发展。本综述中概述的建议旨在营造一个强大的教育环境，以培养印度的下一代精神科医生。
