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Related Experiment Videos

Psychiatric consultation education--1976

D S Schubert, F P McKegney

    Archives of General Psychiatry
    |October 1, 1976
    PubMed
    Summary

    Consultation liaison (CL) psychiatry training is provided to 10% of psychiatric residents and 35% of medical students. This psychiatry education shows favorable trainee reactions but varies widely, especially for medical students.

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    Area of Science:

    • Medical Education
    • Psychiatry
    • Psychosomatic Medicine

    Background:

    • Consultation liaison (CL) psychiatry training is crucial for integrated patient care.
    • Existing data on the extent and nature of CL training across medical institutions is limited.
    • Understanding current CL training practices is essential for future curriculum development.

    Purpose of the Study:

    • To assess the current status of consultation liaison psychiatry education in medical schools.
    • To quantify the time devoted to CL training for psychiatric residents and medical students.
    • To explore CL training experiences for other healthcare trainees and gather feedback.

    Main Methods:

    • A one-page questionnaire was distributed to 92 medical schools, achieving an 81% response rate.
    • Data collected focused on the proportion of time dedicated to CL training and trainee participation.
    • Surveys included information on CL training for psychiatric residents, medical students, and other allied health professionals.

    Main Results:

    • Psychiatric residency programs allocate approximately 10% of training time to CL psychiatry.
    • Around 35% of medical students receive some form of CL education, with significant variation in duration and format.
    • Other trainees like psychologists, nurses, and social workers have limited CL program involvement.

    Conclusions:

    • CL training for residents remains a small but slightly increasing component of their education.
    • A substantial number of medical students are exposed to CL education, highlighting variability as a key issue.
    • The limited involvement of other trainees suggests potential for expanded integrated psychosomatic teaching.

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