TY - JOUR
T1 - Psychiatric residents' needs for education about informed consent, principles of ethics and professionalism, and caring for vulnerable populations
T2 - Results of a multisite survey
AU - Jain, Shaili
AU - Lapid, Maria I.
AU - Dunn, Laura B.
AU - Roberts, Laura Weiss
N1 - Funding Information:
The authors thank Scott Helberg, M.S.; Ann Tennier, B.S.; and Katherine A. Green Hammond, Ph.D., for their assistance in the preparation of this manuscript, and Robert Jarvis, M.D., for assistance in data collection. Mr. Helberg, Ms. Tennier, and Dr. Roberts received funding through the Research for a Healthier Tomorrow-Program Development Fund, a component of the Advancing a Healthier Wisconsin endowment at the Medical College of Wisconsin.
PY - 2011/5
Y1 - 2011/5
N2 - Objective: The authors examined psychiatric residents' perceived needs for education in informed consent, principles of ethics and professionalism, and treating vulnerable populations. Method: A written survey was distributed to psychiatric residents (N=249) at seven U.S. residency programs in 2005. The survey contained 149 questions in 10 content domains, 6 questions regarding personal ethics experiences during training, and 5 demographic questions. Here, the authors report responses to items regarding informed consent, professional principles, and care of vulnerable populations. Results: A total of 151 psychiatric residents responded to the survey (61% overall response rate). On a scale of 1: Much Less, to 5: Same, to 9: Much More Education Desired, psychiatric residents indicated that 9 topics relating to informed consent, 10 issues surrounding professional principles, and 25 topics relating to care of vulnerable populations should receive more educational attention than currently provided. No topics were rated as needing less education. Higher ratings of the need for additional educational attention were associated with more reported ethical conflicts encountered during training. Conclusion: Psychiatric residents at seven diverse U.S. training programs expressed the need for greater educational attention to issues around informed consent, ethical and professional principles, and treating vulnerable populations. These findings reflect the ongoing need for educators to devote curricular attention to these areas so that trainees can incorporate such knowledge effectively into their daily clinical practice in an always-complex, highly fragmented medical care environment.
AB - Objective: The authors examined psychiatric residents' perceived needs for education in informed consent, principles of ethics and professionalism, and treating vulnerable populations. Method: A written survey was distributed to psychiatric residents (N=249) at seven U.S. residency programs in 2005. The survey contained 149 questions in 10 content domains, 6 questions regarding personal ethics experiences during training, and 5 demographic questions. Here, the authors report responses to items regarding informed consent, professional principles, and care of vulnerable populations. Results: A total of 151 psychiatric residents responded to the survey (61% overall response rate). On a scale of 1: Much Less, to 5: Same, to 9: Much More Education Desired, psychiatric residents indicated that 9 topics relating to informed consent, 10 issues surrounding professional principles, and 25 topics relating to care of vulnerable populations should receive more educational attention than currently provided. No topics were rated as needing less education. Higher ratings of the need for additional educational attention were associated with more reported ethical conflicts encountered during training. Conclusion: Psychiatric residents at seven diverse U.S. training programs expressed the need for greater educational attention to issues around informed consent, ethical and professional principles, and treating vulnerable populations. These findings reflect the ongoing need for educators to devote curricular attention to these areas so that trainees can incorporate such knowledge effectively into their daily clinical practice in an always-complex, highly fragmented medical care environment.
UR - http://www.scopus.com/inward/record.url?scp=79960608274&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79960608274&partnerID=8YFLogxK
U2 - 10.1176/appi.ap.35.3.184
DO - 10.1176/appi.ap.35.3.184
M3 - Review article
C2 - 21602440
AN - SCOPUS:79960608274
SN - 1042-9670
VL - 35
SP - 184
EP - 190
JO - Academic Psychiatry
JF - Academic Psychiatry
IS - 3
ER -