Academic Psychiatry’s Educational Resource Column is intended for contributions of direct utility to the practicing medical educator. Material that encompasses psychiatry education at all levels (including medical students, residents, faculty, community practitioners, and leaders) will be considered. The specificity of the column results from its direct utility and translation into daily educational practices. Thus the articles in this column, being of a practical nature, might analyze, whether descriptively or ethnographically, how a particular teaching practice was applied in a particular setting. Examples of topics include the unexpected and subtle discoveries made during the development of an innovative teaching method, repetitive attempts to reform a curriculum, or the launching of a new course.
Submissions will be judged by their originality, clarity of presentation, use of relevant references, length, importance or relevance to educators, and adequacy of the discussion and conclusions. Because these contributions are equivalent to case reports, conclusions should be appropriately limited. Articles published in the Educational Resource Column are peer reviewed through the online submission process like all other articles in the Journal. The editorial process will take into account that case reports in education tend to be naturalistic and relatively lacking in empirical data and that they are valuable as qualitative and descriptive pieces. Such articles might serve as precursors to more robust empirical studies.
Priority will be given to educational case reports in the following three categories.
Innovative teaching approaches that apply a novel teaching concept, strategy, technology, or material. The experience at perhaps only one institution could be analyzed, and the report should not normally exceed the length of a Brief Report (1,750 words maximum).
New, though perhaps not innovative, teaching approaches reported from more than one institution. These articles are analogous to a small case series. For instance, courses that integrate psychiatry and neurology for first-year medical students might not be innovative but may not have been widely evaluated. The director of such a course might coauthor an article along with directors of at least two other schools with similar courses, allowing multiple sites to compare and contrast their experiences. These submissions will likely be longer than a Brief Report but should not exceed 3,000 words.
Systematically constructed reviews or annotated bibliographies on topics that directly apply to the educator. These could include, for example, reviews of teaching materials on a particular topic, such as evaluation forms, curricular outcomes or Web sites; methods and outcomes for teaching on a particular topic; or methods of application of a particular clinical skill. Articles should describe the analysis or application of teaching materials as opposed to simply reproducing the teaching materials. One exception to this rule would be the publication of a curricular outline for the teaching of a particular psychiatric subspecialty when it is innovative or produced by a national organization officially representing that subspecialty. Reviewers find it helpful if teaching materials are sent electronically with the manuscript for their viewing, but in general, teaching materials should not be embedded in the article due to space limitations. The article may indicate how the reader may obtain a copy of the teaching materials from the authors.
We look forward to receiving such submissions to be considered for review in future issues. Authors are invited to contact the editors if they want to discuss whether their manuscript would be appropriate for the column.