Lauren M Osborne1, Joanna V MacLean2, Erin Murphy Barzilay3, Samantha Meltzer-Brody4, Laura Miller5, Sarah Nagle Yang6. 1. Johns Hopkins University School of Medicine, Baltimore, MD, USA. lmosborne@jhmi.edu. 2. The Warren Alpert Medical School of Brown University, Providence, RI, USA. 3. University of California-Los Angeles, Los Angeles, CA, USA. 4. University of North Carolina-Chapel Hill, Chapel Hill, NC, USA. 5. Loyola University Stritch School of Medicine, Hines, IL, USA. 6. Case Western Reserve University, Cleveland, OH, USA.
Abstract
OBJECTIVE: The reproductive life cycle has unique influences on the phenotypic expression of mental illness in women. Didactic and clinical training focused on these sex-specific influences should be a vital component of the education of future psychiatrists. The authors sought to determine the current state of and attitudes toward reproductive psychiatry in resident education. METHODS: The authors administered a web-based survey to psychiatry residency training directors. They assessed the availability of both mandated and optional didactic and clinical training experiences in reproductive psychiatry. RESULTS: Fifty residency program directors answered the survey, for a response rate of 28%. More than half of residency program directors (59%) reported requiring some training in reproductive psychiatry. Both the breadth and depth of topics covered varied greatly among programs. Lack of time (48%) and lack of qualified faculty (26%) were the most frequently cited barriers to more training. Only 40% of residency directors surveyed agreed that all residents should be competent in reproductive psychiatry. CONCLUSIONS: These findings suggest that specific training in reproductive psychiatry is inconsistent in US residency programs, and that training that does exist varies considerably in clinical time and content. Given that women comprise more than 50% of all psychiatric patients and most women will menstruate, give birth, and undergo menopause, future psychiatrists would benefit from more systematic instruction in this area. The authors propose the development of a national, standardized reproductive psychiatry curriculum to address this gap and aid in producing psychiatrists competent to treat women at all stages of life.
OBJECTIVE: The reproductive life cycle has unique influences on the phenotypic expression of mental illness in women. Didactic and clinical training focused on these sex-specific influences should be a vital component of the education of future psychiatrists. The authors sought to determine the current state of and attitudes toward reproductive psychiatry in resident education. METHODS: The authors administered a web-based survey to psychiatry residency training directors. They assessed the availability of both mandated and optional didactic and clinical training experiences in reproductive psychiatry. RESULTS: Fifty residency program directors answered the survey, for a response rate of 28%. More than half of residency program directors (59%) reported requiring some training in reproductive psychiatry. Both the breadth and depth of topics covered varied greatly among programs. Lack of time (48%) and lack of qualified faculty (26%) were the most frequently cited barriers to more training. Only 40% of residency directors surveyed agreed that all residents should be competent in reproductive psychiatry. CONCLUSIONS: These findings suggest that specific training in reproductive psychiatry is inconsistent in US residency programs, and that training that does exist varies considerably in clinical time and content. Given that women comprise more than 50% of all psychiatricpatients and most women will menstruate, give birth, and undergo menopause, future psychiatrists would benefit from more systematic instruction in this area. The authors propose the development of a national, standardized reproductive psychiatry curriculum to address this gap and aid in producing psychiatrists competent to treat women at all stages of life.
Entities:
Keywords:
Curriculum; Reproductive psychiatry; Residency education; Women’s mental health
Authors: Laura J Miller; Sandy Rowlands; Laura Esposito; Margaret Altemus; Jennifer L Strauss Journal: J Gen Intern Med Date: 2022-08-30 Impact factor: 6.473
Authors: Marisa Casanova Dias; Ekin Sönmez Güngör; Sean Naughton; Howard Ryland; Thomas Gargot; Mariana Pinto da Costa; Athanasios Kanellopoulos; Franziska Baessler; Livia De Picker Journal: Arch Womens Ment Health Date: 2022-03-03 Impact factor: 3.633