OBJECTIVE: The authors determine psychiatry residents' perceived needs and educational preferences for a physician-manager curriculum. METHOD: The authors surveyed 102 psychiatry residents at the University of Toronto for their perceived current and desired knowledge and skills in specific administrative areas, and their educational preferences for learning more about administration. Gap scores expressed the difference between residents' perceived current and desired knowledge or skill ratings. RESULTS: Forty-nine residents completed the survey and identified greater gap scores in physician compensation, program planning, self and career development and innovation, and leading change topic areas. More than 60% of respondents preferred learning through workshops, small groups, and mentorship. CONCLUSIONS: Residents identified specific gaps in their current knowledge and skill levels in several administrative areas. The questionnaire results, including residents' educational preferences, will inform curriculum development efforts.
OBJECTIVE: The authors determine psychiatry residents' perceived needs and educational preferences for a physician-manager curriculum. METHOD: The authors surveyed 102 psychiatry residents at the University of Toronto for their perceived current and desired knowledge and skills in specific administrative areas, and their educational preferences for learning more about administration. Gap scores expressed the difference between residents' perceived current and desired knowledge or skill ratings. RESULTS: Forty-nine residents completed the survey and identified greater gap scores in physician compensation, program planning, self and career development and innovation, and leading change topic areas. More than 60% of respondents preferred learning through workshops, small groups, and mentorship. CONCLUSIONS: Residents identified specific gaps in their current knowledge and skill levels in several administrative areas. The questionnaire results, including residents' educational preferences, will inform curriculum development efforts.