Lost somewhere in the frantic growth of topics and competencies expected of psychiatry residents has been an appreciation for the challenges of the most elementary of clinical skills: the prescription of psychotropic medication. The great misconception here is that this area is straight-forward, accessible, evidence-bound, and simple to master. A plethora of algorithms, with their reduction of clinical decisions to a few either-or boxes, implies the obvious: that with a small set of clear-cut rules one can master the field of psychopharmacology. Teachers of pharmacotherapy know better than anyone that this is not so. Faced with the challenge of equipping the novice resident with the imprimatur of competency, the breadth of knowledge, depth of understanding, and range of skills required suddenly seem less trivial. In this setting, the crucial questions facing the whole of the profession come to the fore. What we teach is what we areand certainly what we will becomeas a discipline. Consequently, the issues that we debate as a field must be faced head-on when we teach. Here we find a series of questions that force us to examine what we know, how we know it, what we do, and why we do it. These
Psychopharmacology Training in Psychiatric Education: The Debate
Abstract
Lost somewhere in the frantic growth of topics and competencies expected of psychiatry residents has been an appreciation for the challenges of the most elementary of clinical skills: the prescription of psychotropic medication. The great misconception here is that this area is straight-forward, accessible, evidence-bound, and simple to master. A plethora of algorithms, with their reduction of clinical decisions to a few either-or boxes, implies the obvious: that with a small set of clear-cut rules one can master the field of psychopharmacology. Teachers of pharmacotherapy know better than anyone that this is not so. Faced with the challenge of equipping the novice resident with the imprimatur of competency, the breadth of knowledge, depth of understanding, and range of skills required suddenly seem less trivial. In this setting, the crucial questions facing the whole of the profession come to the fore. What we teach is what we areand certainly what we will becomeas a discipline. Consequently, the issues that we debate as a field must be faced head-on when we teach. Here we find a series of questions that force us to examine what we know, how we know it, what we do, and why we do it. ThesePreview Only. This article cannot be rented because we do not currently have permission from the publisher.
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Psychopharmacology Training in Psychiatric Education: The Debate
Jibson, Michael D.
Follow Academic Psychiatry
, Volume 29 (2): 120
American Psychiatric Publishing, Inc (Journal) – Jun 1, 2005
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