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Resident Education and Perceptions of Recovery in Serious Mental Illness: Observations and Commentary

Received March 13, 2006; revised June 22 and August 22, 2006; accepted September 6, 2006. Drs. Buckley, Bahmiller, Shevitz and Mrs. Kenna are affiliated with the Medical College of Georgia, Department of Psychiatry and Health Behavior; Ike Powell is affiliated with Empowerment Partners, LLC; Larry Fricks is affiliated with The Appalachian Consulting Group. Address correspondence to Peter F. Buckley, M.D.; Medical College of Georgia; Chair of the Department of Psychiatry and Health Behavior; 1515 Pope Avenue; Augusta, GA 30912; pbuckley{at}mcg.edu (e-mail)

OBJECTIVE: Recovery is emerging as a guiding influence in mental health service delivery and transformation. As a consequence, the expectations and curricular needs of trainees (as future stakeholders in a transformed, recovery-oriented system) are now of considerable importance. METHOD: To this end, resident-led focus groups were held at the Medical College of Georgia to obtain perceptions of the Recovery Model. Certified Peer Support Specialists (CPSS) attended and topics covered were the Recovery Model, the CPSS training curriculum, and developing a Wellness Recovery Action Plan (WRAP) with consumers.RESULTS: Advantages and disadvantages of the Recovery model were discussed, with residents generally expressing cautious optimism regarding implementation of these principles, yet concern regarding the potential for diminishing confidence and support for traditional professional services. All residents indicated an interest in obtaining more information about the Recovery Model, including how to incorporate WRAPS and the role of CPSS in Recovery. Almost half of the residents selected a recovery-oriented workshop as the best method for further education about these concepts, with less support for other options of didactic handouts and expert lecture. CONCLUSIONS: Future efforts should be directed at implementing recovery curricula into resident education and evaluating the changes in resident knowledge, attitude toward recovery, and plans to implement recovery-oriented principles into their own professional practice.

Key Words: Recovery • Resident Education • eer Support

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