Dr. Silberman is Director of Residency Education, Department of Psychiatry and Human Behavior, Jefferson Medical College, Thomas Jefferson University, Philadelphia, PA. Address reprint requests to Dr. Silberman, Department of Psychiatry and Human Behavior, Jefferson Medical College, Thomas Jefferson University, Suite 1652-G, 1020 Sansom St., Philadelphia, PA 19107-5004. Key Words: Model Curricula Commentaries It is common wisdom among residency directors that model curricula are rarely used outside the institution that developed them. This should not surprise us if we consider that curricular models generally arise out of the enthusiasm of their authors rather than the needs of those who might use them. A common format is to recommend seminar topics and clinical experiences for residents, often considerable in scope, with the message that they are ideals to emulate, or, at least, minimum standards for training in a given area. The average program director, lacking the enthusiasm, curricular space, or faculty expertise to put them into practice, reacts with discouragement and dismay, and the curriculum sits on the shelf. What kinds of outside help do residency directors need in developing curricula? In programs with large, diverse faculties and rich clinical resources, the answer is "very little." In such places,
The Development and Use of Model Curricula
Abstract
Dr. Silberman is Director of Residency Education, Department of Psychiatry and Human Behavior, Jefferson Medical College, Thomas Jefferson University, Philadelphia, PA. Address reprint requests to Dr. Silberman, Department of Psychiatry and Human Behavior, Jefferson Medical College, Thomas Jefferson University, Suite 1652-G, 1020 Sansom St., Philadelphia, PA 19107-5004. Key Words: Model Curricula Commentaries It is common wisdom among residency directors that model curricula are rarely used outside the institution that developed them. This should not surprise us if we consider that curricular models generally arise out of the enthusiasm of their authors rather than the needs of those who might use them. A common format is to recommend seminar topics and clinical experiences for residents, often considerable in scope, with the message that they are ideals to emulate, or, at least, minimum standards for training in a given area. The average program director, lacking the enthusiasm, curricular space, or faculty expertise to put them into practice, reacts with discouragement and dismay, and the curriculum sits on the shelf. What kinds of outside help do residency directors need in developing curricula? In programs with large, diverse faculties and rich clinical resources, the answer is "very little." In such places,Preview Only. This article cannot be rented because we do not currently have permission from the publisher.
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The Development and Use of Model Curricula
Silberman, Edward K.
Follow Academic Psychiatry
, Volume 25 (2): 107
American Psychiatric Publishing, Inc (Journal) – Jun 1, 2001
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