Michel Medina1, Daniel Lee2, David Martinez Garza3, Eric L Goldwaser4, Thanh Thuy Truong5, Abena Apraku6, Jessica Cosgrove7, Joseph J Cooper8. 1. Stanford University, Palo Alto, CA, USA. medimichel@gmail.com. 2. Northwestern University, Chicago, IL, USA. 3. University of Miami, Miami, FL, USA. 4. University of Maryland, Baltimore, MD, USA. 5. Baylor University, Houston, TX, USA. 6. Drexel University, Philadelphia, PA, USA. 7. Zucker Hillside Hospital, Glen Oaks, NY, USA. 8. University of Illinois at Chicago, Chicago, IL, USA.
Abstract
OBJECTIVE: The authors investigated the attitudes, self-perceived knowledge, and the need for a dedicated neuroimaging curriculum among psychiatrists-in-training. METHODS: An anonymous voluntary 20-item Web-based survey was distributed to psychiatry residents at seven university-based USA programs between December 2017 and February 2019. RESULTS: Of 302 psychiatry residents, 183 (response rate, 60.5%) completed the survey. Although a large majority of residents (83%) believed that neuroradiology education is important to psychiatric training, only 7% reported that they are receiving adequate training in this discipline. The majority (80%) believed that there should be a formal neuroimaging curriculum during their training. Self-perceived competence and comfort level was found to be low with several psychiatrically relevant neuroimaging modalities. In particular, regarding CT head/brain MRI, there was a marked difference in self-perceived competence at interpreting the actual brain images (8%) versus the radiological reports/impression summaries (48%). Comfort level with functional neuroimaging was especially low (7%). Clinically, only 26% reported confidence at being able to explain neuroimaging topics to patients. Compared to junior residents, senior residents rated higher confidence at interpreting the radiological reports/impression summaries of CT head/brain MRI (p = 0.008) and PET/SPECT (p = 0.014), but no difference was found with the actual brain images. Further, senior residents were less likely to identify with "neurophobia" (p = 0.028) and more likely to believe that a neuroimaging curriculum should be included in psychiatric residency training (p = 0.027) when compared to junior residents. CONCLUSIONS: Psychiatrists-in-training have a very strong interest in neuroimaging education. Future educational interventions should address this need.
OBJECTIVE: The authors investigated the attitudes, self-perceived knowledge, and the need for a dedicated neuroimaging curriculum among psychiatrists-in-training. METHODS: An anonymous voluntary 20-item Web-based survey was distributed to psychiatry residents at seven university-based USA programs between December 2017 and February 2019. RESULTS: Of 302 psychiatry residents, 183 (response rate, 60.5%) completed the survey. Although a large majority of residents (83%) believed that neuroradiology education is important to psychiatric training, only 7% reported that they are receiving adequate training in this discipline. The majority (80%) believed that there should be a formal neuroimaging curriculum during their training. Self-perceived competence and comfort level was found to be low with several psychiatrically relevant neuroimaging modalities. In particular, regarding CT head/brain MRI, there was a marked difference in self-perceived competence at interpreting the actual brain images (8%) versus the radiological reports/impression summaries (48%). Comfort level with functional neuroimaging was especially low (7%). Clinically, only 26% reported confidence at being able to explain neuroimaging topics to patients. Compared to junior residents, senior residents rated higher confidence at interpreting the radiological reports/impression summaries of CT head/brain MRI (p = 0.008) and PET/SPECT (p = 0.014), but no difference was found with the actual brain images. Further, senior residents were less likely to identify with "neurophobia" (p = 0.028) and more likely to believe that a neuroimaging curriculum should be included in psychiatric residency training (p = 0.027) when compared to junior residents. CONCLUSIONS: Psychiatrists-in-training have a very strong interest in neuroimaging education. Future educational interventions should address this need.
Entities:
Keywords:
Imaging; Medical education; Neuroimaging; Neurophobia; Psychiatry; Residency