Creative solutions to psychiatry's increasing reliance on residents as teachers.

摘要

This special issue answers an urgent need in academic psychiatry to find creative new solutions to our field's increasing reliance on residents as teachers. Two forces are driving this. One is an old problem that is now getting the recognition that it deserves. Medical schools and their affiliated hospitals have long neglected the preparation of residents to teach despite the fact that residents work more directly with medical students in clinical settings than do attendings, making residents the students' main, real-time, "in the trenches" teachers, their most immediate interpreters of clinical material, and their most direct supervisors. It is undeniable that residents must be better prepared for this teaching role than they have been. The second is a new problem. Increasing pressures on faculty to spend more time in direct clinical care or externally funded research are making protected time for faculty teaching scarcer, which, by default, makes teaching by the residents that much more critical.