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Curricular adaptations in inpatient child psychiatry for the 21st century: the Flexner model revisited
Cathy K Bell1, Anthony Guerrero, Courtenay Matsu
1University of Hawai'i, Department of Psychiatry, 1356 Lusitana Street, Honolulu, HI 96813, USA. bellc@dop.hawaii.edu
Insights
A new child psychiatry inpatient curriculum was developed to meet evolving medical education needs. This sustainable model enhances patient care, resident training, and satisfaction without extra funding.
Area of Science:
- Medical Education
- Psychiatry Training
- Curriculum Development
Background:
- Evolving medical education landscape necessitates curriculum adaptation.
- Changes in healthcare systems and academic medicine require innovative training approaches.
- Generational differences impact learning and professional development.
Purpose of the Study:
- To propose a sustainable model child psychiatry inpatient curriculum.
- To address the needs of 21st-century community teaching hospitals.
- To create a curriculum adaptable to various training programs.
Main Methods:
- Leveraged literature on healthcare financing and academic medicine.
- Integrated faculty's clinical, educational, and administrative expertise.
- Designed a model inpatient curriculum for child psychiatry.
Main Results:
- Developed and implemented an innovative training model.
- Successfully improved the curriculum over a 5-year period.
- Achieved program sustainability without additional financial resources.
Conclusions:
- The training model can enhance patient care quality.
- It has the potential to significantly improve resident training.
- The model is expected to boost interdisciplinary collaboration and resident satisfaction.
Objective:
The authors describe curricular modifications created in response to the changing culture of medical education, health care systems, academic medicine, and generational differences. The authors propose a model child psychiatry inpatient curriculum that is sustainable within a community teaching hospital in the 21st century.
Methods:
The authors built upon the existing literature in health care financing, academic medicine, effective leadership, and the collective clinical, educational and administrative experience of its faculty to design a model inpatient curriculum that should be portable to other training programs.
Results:
An innovative training model was developed, implemented, and improved over a 5-year period without any additional fiscal resources.
Conclusion:
This training model has the potential to improve patient care, resident training, interdisciplinary functioning, and resident satisfaction.
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