Donna M Sudak1, David A Goldberg. 1. Dept. of Psychiatry, Drexel University College of Medicine, Philadelphia, PA, USA. donna.sudak@drexelmed.edu
Abstract
OBJECTIVE: The authors sought to determine current trends in residency training of psychiatrists. METHOD: The authors surveyed U.S. general-psychiatry training directors about the amount of didactic training, supervised clinical experience, and numbers of patients treated in the RRC-mandated models of psychotherapy (psychodynamic, cognitive-behavioral therapy [CBT], and supportive). Questions regarding other models of psychotherapy and about challenges in training were also included. RESULTS: The results demonstrate a wide range of experiences in psychotherapy education. Psychodynamic training is the most robust, but has the greatest variability. CBT training has advanced significantly over the past decade. Supportive psychotherapy is the most widely practiced, but receives the least amount of didactic time and supervision. CONCLUSION: The authors discuss next steps in the evolution of psychotherapy education for psychiatrists.
OBJECTIVE: The authors sought to determine current trends in residency training of psychiatrists. METHOD: The authors surveyed U.S. general-psychiatry training directors about the amount of didactic training, supervised clinical experience, and numbers of patients treated in the RRC-mandated models of psychotherapy (psychodynamic, cognitive-behavioral therapy [CBT], and supportive). Questions regarding other models of psychotherapy and about challenges in training were also included. RESULTS: The results demonstrate a wide range of experiences in psychotherapy education. Psychodynamic training is the most robust, but has the greatest variability. CBT training has advanced significantly over the past decade. Supportive psychotherapy is the most widely practiced, but receives the least amount of didactic time and supervision. CONCLUSION: The authors discuss next steps in the evolution of psychotherapy education for psychiatrists.