Academic Psychiatry 29:40-46, March 2005
© 2005 Academic Psychiatry
A Survey of the Interactions Between Psychiatry Residency Programs and the Pharmaceutical Industry
Christopher K. Varley, M.D.,
Michael D. Jibson, M.D., Ph.D.,
Mary McCarthy, M.D. and
Sheldon Benjamin, M.D.
Dr. Varley is with the Division of Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, University of Washington School of Medicine, Seattle, Washington; Dr. Jibson is with the Department of Psychiatry, University of Michigan, Ann Arbor, Michigan; Dr. McCarthy is with the Brigham & Women’s Hospital, Boston, Massachusetts; and Drs. Sheldon and Benjamin are with the University of Massachusetts Medical School, Worcester, Massachusetts. Address correspondence to Dr. Varley, Division of Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, University of Washington School of Medicine, Box 359300/CL-08, Seattle, WA 98195; cvarley{at}u.washington.edu (E-mail).
OBJECTIVE: The authors report a survey of the American Association of Directors of Psychiatry Residency Training (AADPRT) on interactions between the pharmaceutical industry and psychiatry residency programs. METHODS: American Association of Directors of Psychiatry Residency Training membership was anonymously surveyed by e-mail and by paper distribution at the 2002 annual meeting. RESULTS: Twenty-seven percent of AADPRT members participated. Lunches for residents were the most common interaction, reported by 93% of programs, nearly all of which permitted literature and gifts to be distributed. Only 4% required faculty to be present. Retreats (27%) and travel funds (34%) were sponsored less frequently. One third of programs had written policies governing these interactions, but half of respondents did not know if their parent institutions had such policies. A minority of programs (40%) had formal didactic instruction for residents on this topic. Support for more information, direction, and teaching was widespread. CONCLUSIONS: The authors recommend more structured teaching and the establishment of formal program and institutional policies to govern these interactions.
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