Gary E Myers1. 1. Department of Medical Humanities, Southern Illinois University School of Medicine, Springfield, Illinois 62794-9603, USA.
Abstract
OBJECTIVE: The author sought to develop a curriculum for international medical graduate (IMG) psychiatry residents that addresses their culture-based deviations from normative boundary-keeping practices common to U.S.-based psychotherapy practices. METHODS: A group consisting of 12 IMG psychiatry residents and one United States graduate (USG) participated in a curriculum consisting of eight monthly, 1-hour seminars. An eight-item, Likert-type 7-point scale, post-then-pre questionnaire assessed the instructional impact of the curriculum. RESULTS: Responses indicated that participation in the curriculum significantly increased the IMG residents' levels of confidence with respect to boundary theory and practice. CONCLUSION: International medical graduates confidence levels regarding psychotherapeutic boundaries can be significantly increased through participation in a curriculum that addresses cultural differences.
OBJECTIVE: The author sought to develop a curriculum for international medical graduate (IMG) psychiatry residents that addresses their culture-based deviations from normative boundary-keeping practices common to U.S.-based psychotherapy practices. METHODS: A group consisting of 12 IMG psychiatry residents and one United States graduate (USG) participated in a curriculum consisting of eight monthly, 1-hour seminars. An eight-item, Likert-type 7-point scale, post-then-pre questionnaire assessed the instructional impact of the curriculum. RESULTS: Responses indicated that participation in the curriculum significantly increased the IMG residents' levels of confidence with respect to boundary theory and practice. CONCLUSION: International medical graduates confidence levels regarding psychotherapeutic boundaries can be significantly increased through participation in a curriculum that addresses cultural differences.