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Dosage Regimens: Designs and Approaches01:28

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Designing a dosage regimen, which refers to the manner of drug administration, is a complex process involving the selection of drug dose, route, and frequency. This process is underpinned by pharmacokinetic parameters derived from tests and population averages. These parameters are then tailored to patient-specific variables such as diagnosis, demographics, and allergy status. Once therapy commences, therapeutic response monitoring is critical and achieved through clinical and physical...
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Predoctoral prescriptive authority curricula: a training option.

Robert J Resnick1, Robert K Ax, Thomas J Fagan

  • 1Department of Psychology, Randolph-Macon College, Ashland, VA 23005, USA. rresnick@rmc.edu

Journal of Clinical Psychology
|September 29, 2011
PubMed
Summary
This summary is machine-generated.

Predoctoral training for prescriptive authority (RxP) offers advantages over traditional postdoctoral programs. This approach can reduce costs and attract more qualified candidates, expanding support for RxP initiatives.

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Area of Science:

  • Psychology
  • Clinical Psychology
  • Psychopharmacology Training

Background:

  • The American Psychological Association (APA) model curriculum for prescriptive authority (RxP) training is currently postdoctoral.
  • Predoctoral training models for RxP are being explored as viable alternatives.

Purpose of the Study:

  • To stimulate discussion on the feasibility and advantages of predoctoral prescriptive authority (RxP) training.
  • To present potential predoctoral RxP training models within existing doctoral program structures.

Main Methods:

  • Describing potential predoctoral RxP curricula.
  • Suggesting accommodations for PhD and PsyD programs.
  • Incorporating a postdoctoral master's degree in clinical psychopharmacology as an option.

Main Results:

  • Predoctoral RxP training may reduce training time and financial costs.
  • It could attract a greater number of applicants with a biopsychosocial focus.
  • Increased numbers of trained individuals can bolster state-level RxP initiatives.

Conclusions:

  • Predoctoral RxP training models are presented as alternatives to, not replacements for, postdoctoral training.
  • These models offer distinct benefits for trainees and the broader field of psychology.
  • Further discussion is encouraged among stakeholders regarding the implementation of predoctoral RxP training.