"Data! Data! Data!" he cried impatiently. "I cannot make bricks without clay."—Sir Arthur Conan Doyle (1) Evidence-based psychiatry is a scholarly, disciplined, and systematic field founded on the science of epidemiology. The process begins with questions that arise from clinical situations and proceeds to retrieving the best evidence and to critically appraising and applying that evidence. The ultimate aim of the field is twofold. First, evidence-based psychiatry seeks to enhance the care of individual patients by supporting solid, data-driven decision making. Second, this field endeavors to advance clinical psychiatry by ensuring that care practices are sound, thus increasing the benefits of and facilitating the best use of what are, by definition, scarce health care resources (2). These fundamental processes constitute a cornerstone of professionalism by enabling patients and society to trust physicians intellectually (3–5) and are essential to psychiatric training (6–9). Despite the critical importance of teaching evidence-based psychiatry to residents and fellows, Academic Psychiatry has published relatively few articles on the topic. This edition begins to rectify this deficit by featuring several articles that enhance our understanding of the practical issues and scientific basis of teaching evidence-based medicine to psychiatrists-in-training. Four articles published here (10–13) present a
Teaching Evidence-Based Psychiatry to Residents and Fellows: Developing the Curriculum
Abstract
"Data! Data! Data!" he cried impatiently. "I cannot make bricks without clay."—Sir Arthur Conan Doyle (1) Evidence-based psychiatry is a scholarly, disciplined, and systematic field founded on the science of epidemiology. The process begins with questions that arise from clinical situations and proceeds to retrieving the best evidence and to critically appraising and applying that evidence. The ultimate aim of the field is twofold. First, evidence-based psychiatry seeks to enhance the care of individual patients by supporting solid, data-driven decision making. Second, this field endeavors to advance clinical psychiatry by ensuring that care practices are sound, thus increasing the benefits of and facilitating the best use of what are, by definition, scarce health care resources (2). These fundamental processes constitute a cornerstone of professionalism by enabling patients and society to trust physicians intellectually (3–5) and are essential to psychiatric training (6–9). Despite the critical importance of teaching evidence-based psychiatry to residents and fellows, Academic Psychiatry has published relatively few articles on the topic. This edition begins to rectify this deficit by featuring several articles that enhance our understanding of the practical issues and scientific basis of teaching evidence-based medicine to psychiatrists-in-training. Four articles published here (10–13) present aPreview Only. This article cannot be rented because we do not currently have permission from the publisher.
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Teaching Evidence-Based Psychiatry to Residents and Fellows: Developing the Curriculum
Coverdale, John H.; Weiss Roberts, Laura; Louie, Alan K.
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, Volume 32 (6): 453
American Psychiatric Publishing, Inc (Journal) – Nov 1, 2008
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