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Acad Psychiatry. 2020 Jan 16. doi: 10.1007/s40596-020-01179-z. [Epub ahead of print]

Developing an Advocacy Curriculum: Lessons Learned from a National Survey of Psychiatric Residency Programs.

Author information

1
Uniformed Services University, Bethesda, MD, USA. mary.vance.ctr@usuhs.edu.
2
Yale University, New Haven, CT, USA.

Abstract

OBJECTIVE:

Advocacy by physicians, defined as a physician's public support for causes, policies, or actions that advance patient health, is increasingly recognized as a professional responsibility as well as a core competency in medical training. The authors describe a survey they conducted on advocacy curricula in psychiatric residency training programs across the USA, from their vantage point as members of an advocacy council within a medical professional organization.

METHODS:

Between Fall 2016 and Winter 2018, psychiatry residency programs with advocacy curricula were identified through personal communications with stakeholders as well as a blast email to the American Association of Directors of Psychiatric Residency Training. Semi-structured interviews were conducted with program leaders at residencies with an advocacy curriculum to collect detailed information on these curricula.

RESULTS:

Seven psychiatry residency programs with advocacy curricula were identified. All seven programs agreed to be interviewed and are included in the survey results.

CONCLUSIONS:

Lessons learned from this survey include how to approach the development of an advocacy curriculum; the components, attributes, and supports of an effective curriculum; and the challenges commonly encountered by medical educators trying to implement such a curriculum. The authors hope that these observations will contribute to the development of a best practice guideline for advocacy teaching within psychiatry and perhaps for other medical disciplines.

KEYWORDS:

Advocacy; Medical education; Psychiatry residency

PMID:
31950369
DOI:
10.1007/s40596-020-01179-z

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