This issue of Academic Psychiatry includes a report on a model curriculum designed to improve resident education on promoting smoking cessation in the mentally ill (1). The journal has devoted considerable space to the various elements of curriculum development and implementation, but very rarely do we see a complete and integrated product. The smoking cessation curriculum is practical, clinically relevant, based on educational need, empirically tested across several sites, and meets survey-derived teaching parameters of psychiatry residency educators. There is even a suggestion of a positive clinical outcome. But will it be used? I fear it may not be. The authors from this research team began with a real clinical problem, the overrepresentation of a defined health hazard, nicotine use, in psychiatric patients. They designed their curriculum from the bottom up, rather than by the usual approach in pedagogy, from the top down. Bottom-up design ensures that the structure and content of the curriculum has a strong probability of meeting the specific objectives and intended outcome. Top-down design places more weight on expert-level philosophical and intentional factors, although the final product may miss its mark by a considerable distance. Prochaska et al. (2) surveyed psychiatric residents regarding their
Where There's Smoke, Can There be Fire?
Abstract
This issue of Academic Psychiatry includes a report on a model curriculum designed to improve resident education on promoting smoking cessation in the mentally ill (1). The journal has devoted considerable space to the various elements of curriculum development and implementation, but very rarely do we see a complete and integrated product. The smoking cessation curriculum is practical, clinically relevant, based on educational need, empirically tested across several sites, and meets survey-derived teaching parameters of psychiatry residency educators. There is even a suggestion of a positive clinical outcome. But will it be used? I fear it may not be. The authors from this research team began with a real clinical problem, the overrepresentation of a defined health hazard, nicotine use, in psychiatric patients. They designed their curriculum from the bottom up, rather than by the usual approach in pedagogy, from the top down. Bottom-up design ensures that the structure and content of the curriculum has a strong probability of meeting the specific objectives and intended outcome. Top-down design places more weight on expert-level philosophical and intentional factors, although the final product may miss its mark by a considerable distance. Prochaska et al. (2) surveyed psychiatric residents regarding their
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Where There's Smoke, Can There be Fire?
Kramer, Stephen I.
Follow Academic Psychiatry
, Volume 32 (6): 458
American Psychiatric Publishing, Inc (Journal) – Nov 1, 2008
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