Psychiatry Training in Autism Spectrum Disorder and Intellectual Disability: Ongoing Gaps and Emerging Opportunities

Autor/inn/en	Marrus, Natasha; Koth, Kathleen A.; Hellings, Jessica A.; McDonald, Rachel; Gwynette, McLeod Frampton; Muhle, Rebecca; Lohr, William D.; Vasa, Roma A.
Titel	Psychiatry Training in Autism Spectrum Disorder and Intellectual Disability: Ongoing Gaps and Emerging Opportunities
Quelle	In: Autism: The International Journal of Research and Practice, 27 (2023) 3, S.679-689 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marrus, Natasha) ORCID (Koth, Kathleen A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613221112197
Schlagwörter	Autism Spectrum Disorders; Intellectual Disability; Psychiatry; Training; Comorbidity; Graduate Medical Education; Graduate Students; Administrator Attitudes; Competence; Program Content; Children; Adolescents; Experiential Learning; Lecture Method; Workshops; Physicians + Suchen Sie Ihr Suchwort? Autism; Autismus; Intellect; Disability; Disabilities; Verstand; Behinderung; Psychiatrie; Ausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kompetenz; Programmgestaltung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Experiental learning; Erfahrungsorientiertes Lernen; Lernwerkstatt; Schulung; Physician; Doctor; Arzt
Abstract	Autism spectrum disorder and intellectual disability are associated with psychiatric comorbidities, yet a 2009 study of US child and adolescent psychiatry program directors indicated that psychiatry residents receive insufficient training in autism spectrum disorder/intellectual disability. This follow-up study surveyed child and adolescent psychiatry and general psychiatry program directors to assess (1) the current extent of residency training in autism spectrum disorder/intellectual disability, (2) program director perceptions of educational topics and resident competency in autism spectrum disorder/intellectual disability, and (3) preferred resources to strengthen autism spectrum disorder/intellectual disability training. As in 2009, many child and adolescent psychiatry program directors reported few lecture hours, although current child and adolescent psychiatry residents saw slightly more patients with autism spectrum disorder but not intellectual disability. General psychiatry program directors reported fewer lecture hours in autism spectrum disorder/intellectual disability and fewer patients with autism spectrum disorder than child and adolescent psychiatry program directors. Both child and adolescent psychiatry and general psychiatry program directors recognized the importance of a range of educational topics in autism spectrum disorder/intellectual disability. Child and adolescent psychiatry program directors reported higher resident competency, and lecture hours and patients seen moderately correlated with resident competency. Program directors indicated that online videos and other resources would help improve autism spectrum disorder/intellectual disability training in their programs. Collectively, these findings suggest minimal improvements in autism spectrum disorder/intellectual disability training over the past decade and highlight the urgent need to advance psychiatry training in this field through dissemination of resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01