The articles in this special issue of Academic Psychiatry provide laudable attempts to bring psychiatric education into the twenty-first century. Since clinical practices, data and theories are swiftly changing (not always for the better), the authors who contributed to this issue confronted a Hydra-headed task. Until recently, direct, fee-for-service, private medical practice predominated. The doctor could, in principle, regulate the time and effort addressed to each patient. Professional education consisted of learning the tools of the trade and staying current with the increased and transforming information. The articles in this issue emphasize the debate on postgraduate education and on mastering new practice-relevant evidence. Realistic education must address the realities of conflicting educational interests as well as the limitations of current practice. Managed care and insurance requirements severely limit professionals ability to set their own timetable. This constricts the possibility of adequate diagnostic evaluation and, more crucially, the ability to closely monitor the patients progress (or regress). Because of insufficient knowledge, much practice remains at the trial and error level, and thus mistakes will occur. Good care requires the ability to detect mistakes, most of which are rectifiable, given the opportunity for early detection. However, the reimbursable "Med-Check" allows
Comments on Psychiatric Education
Abstract
The articles in this special issue of Academic Psychiatry provide laudable attempts to bring psychiatric education into the twenty-first century. Since clinical practices, data and theories are swiftly changing (not always for the better), the authors who contributed to this issue confronted a Hydra-headed task. Until recently, direct, fee-for-service, private medical practice predominated. The doctor could, in principle, regulate the time and effort addressed to each patient. Professional education consisted of learning the tools of the trade and staying current with the increased and transforming information. The articles in this issue emphasize the debate on postgraduate education and on mastering new practice-relevant evidence. Realistic education must address the realities of conflicting educational interests as well as the limitations of current practice. Managed care and insurance requirements severely limit professionals ability to set their own timetable. This constricts the possibility of adequate diagnostic evaluation and, more crucially, the ability to closely monitor the patients progress (or regress). Because of insufficient knowledge, much practice remains at the trial and error level, and thus mistakes will occur. Good care requires the ability to detect mistakes, most of which are rectifiable, given the opportunity for early detection. However, the reimbursable "Med-Check" allows
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Comments on Psychiatric Education
Klein, Donald F.
Follow Academic Psychiatry
, Volume 29 (2): 128
American Psychiatric Publishing, Inc (Journal) – Jun 1, 2005
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