he Handbook of Resident Education appeared in 1991. In the present edition, the section on psychiatric education now includes undergraduate, residency, and continuing medical education (CME), and is flanked by sections on faculty development, research, and administrative psychiatry. Each section is a coherent unit; each includes interesting and important material. And despite its being multi-edited and multi-authored (31 chapters with 53 authors), the book is remarkably clear of redundancy. I will review the sections separately, out of necessity touching on only a few highlights in a few of the chapters in each. The section on faculty development (seven chapters) describes the different paths and tracks of academic development, the requirements of each when it comes to advancement, and the challenges and rewards of different types of teaching activities. The section has helpful suggestions for self-development (e.g., fellowships), on locating and negotiating a job that will suit the path chosen (e.g., protected time), and a nice heads-up for the would-be writer about how perfectionism or hesitation to seek presubmission critiques can impede success. The section also reviews the special difficulties confronting women and international medical graduates in academia, and there is a chapter commending organizational involvement to the young
Handbook of Psychiatric Education and Faculty Development
Abstract
he Handbook of Resident Education appeared in 1991. In the present edition, the section on psychiatric education now includes undergraduate, residency, and continuing medical education (CME), and is flanked by sections on faculty development, research, and administrative psychiatry. Each section is a coherent unit; each includes interesting and important material. And despite its being multi-edited and multi-authored (31 chapters with 53 authors), the book is remarkably clear of redundancy. I will review the sections separately, out of necessity touching on only a few highlights in a few of the chapters in each. The section on faculty development (seven chapters) describes the different paths and tracks of academic development, the requirements of each when it comes to advancement, and the challenges and rewards of different types of teaching activities. The section has helpful suggestions for self-development (e.g., fellowships), on locating and negotiating a job that will suit the path chosen (e.g., protected time), and a nice heads-up for the would-be writer about how perfectionism or hesitation to seek presubmission critiques can impede success. The section also reviews the special difficulties confronting women and international medical graduates in academia, and there is a chapter commending organizational involvement to the young
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Handbook of Psychiatric Education and Faculty Development
Altshuler, Kenneth Z.
Follow Academic Psychiatry
, Volume 23 (4): 182
American Psychiatric Publishing, Inc (Journal) – Dec 1, 1999
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