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Psychopharmacology Curriculum Field Test

Received July 6, 2008; revised October 31 and December 19, 2008; accepted December 20, 2008. Dr. Zisook is affiliated with the Department of Psychiatry at University of California, San Diego, and San Diego VA Healthcare System; Dr. Balon is affiliated with the Department of Psychiatry at Wayne State in Detroit; Dr. Benjamin is affiliated with the Department of Psychiatry at University of Massachusetts Medical School in Worcester, Mass.; Dr. Beresin is affiliated with the Department of Psychiatry at Harvard University in Boston; Dr. Goldberg is affiliated with the Department of Psychiatry at California Pacific in San Francisco; Dr. Jibson is affiliated with the Department of Psychiatry at University of Michigan in Ann Arbor; Dr. Thrall is affiliated with the Department of Psychiatry at Duke University in Durham, N.C. Address correspondence to Sidney Zisook, M.D., University of California, San Diego, Dept. of Psychiatry, 0603-R, 9500 Gilman Dr., La Jolla, CA 92093-0603; szisook{at}ucsd.edu (e-mail).

OBJECTIVE: As part of an effort to improve psychopharmacology training in psychiatric residency programs, a committee of residency training directors and associate directors adapted an introductory schizophrenia presentation from the American Society of Clinical Psychopharmacology’s Model Psychopharmacology Curriculum to develop a multimodal, interactive training module. This article describes the module, its development, and the results of a field trial to test its feasibility and usefulness. METHODS: Nineteen residency programs volunteered to use the module during the first half of the 2007–2008 academic year. Evaluation consisted of a structured phone interview with the training director or teaching faculty of participating programs during February and early March 2008, asking whether and how they used the curriculum, which components they found most useful, and how it was received by faculty and residents. RESULTS: Of the 19 programs, 14 used the module and 13 participated in the evaluation. The most commonly used components were the pre- and postmodule questions, video-enhanced presentation, standard presentation, problem- or team-based teaching module, and other problem-based teaching modules. No two programs used the module in the same fashion, but it was well received by instructors and residents regardless of use. CONCLUSION: The results of this field trial suggest that a dynamic, adult-centered curriculum that is exciting, innovative, and informative enough for a wide variety of programs can be developed; however, the development and programmatic barriers require considerable time and effort to overcome.

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