Advertisement

Transforming Psychiatry from the Classroom to the Clinic: Lessons from the National Neuroscience Curriculum Initiative

  • Melissa R. ArbuckleEmail author
  • Michael J. Travis
  • Jane Eisen
  • Amanda Wang
  • Ashley E. Walker
  • Joseph J. Cooper
  • Liz Neeley
  • Sidney Zisook
  • Deborah S. Cowley
  • David A. Ross
Empirical Report

Abstract

Objective

Individual residency programs often struggle to keep pace with scientific advances and new training requirements. Integrating a modern neuroscience perspective into the clinical practice of psychiatry is particularly emblematic of these challenges. The National Neuroscience Curriculum Initiative (NNCI) was established in 2013 to develop a comprehensive set of shared, open-access resources for teaching neuroscience in psychiatry.

Methods

The NNCI developed a collaborative, team-based approach with a peer-review process for generating and reviewing content. Teaching resources have included interactive sessions for the classroom paired with a comprehensive facilitator’s guide. Brief accessible reviews and short videos have been developed for self-study and teaching in clinical settings. Dissemination efforts have included hands-on training for educators through national workshops. All resources are freely available on the NNCI website. Outcome measures have included the number of educational resources developed, feedback from workshop attendees, the number of US psychiatry residency programs who have adopted NNCI resources, as well as analytics from the NNCI website.

Results

To date, the NNCI has developed over 150 teaching sessions, reflecting the work of 129 authors from 49 institutions. The NNCI has run over 50 faculty development workshops in collaboration with numerous national and international organizations. Between March 2015 and June 2019, the website (www.NNCIonline.org) has hosted 48,640 unique users from 161 countries with 500,953 page views. More than 200 psychiatry training programs have reported implementing NNCI teaching materials.

Conclusions

This multisite collaborative provides a model for integrating cutting-edge science into medical education and the practice of medicine more broadly.

Keywords

Neuroscience Psychiatry Residency training Medical education Curriculum development 

Notes

Acknowledgments

The authors would like to thank the members of the NNCI advisory committee and are particularly grateful to AADPRT and the members of the Neuroscience Education Committee for its role in supporting this effort, as well as the numerous residents, fellows, and faculty who have contributed content to the NNCI.

Funding Information

This work has been financially supported by grant funding from the NIMH (R13 MH074298 10, R25 MH101076 05S1, R25 MH086466 10S1) with additional financial support from the Society of Biological Psychiatry and the American College of Neuropsychopharmacology.

Compliance with Ethical Standards

Program evaluation efforts were reviewed by the Institutional Review Board of the New York State Psychiatric Institute and Yale University Department of Psychiatry and were determined to be exempt and not subject to human subjects’ review.

Disclosures

Manuscripts that are authored by a member of the Academic Psychiatry Editorial Board undergo the same editorial review process applied to all manuscripts, including blinded peer review.

References

  1. 1.
    Reynolds CF III, Lewis DA, Detre T, Schatzberg AF, Kupfer DJ. The future of psychiatry as clinical neuroscience. Acad Med. 2009;84(4):446–50.CrossRefGoogle Scholar
  2. 2.
    Insel TR, Wang PS. Rethinking mental illness. JAMA. 2010;303(19):1970–1.CrossRefGoogle Scholar
  3. 3.
    The Accreditation Council for Graduate Medical Education and The American Board of Psychiatry and Neurology (2015). The Psychiatry Milestone Project. Retrieved from https://www.acgme.org/Portals/0/PDFs/Milestones/PsychiatryMilestones.pdf. Accessed 7/26/18.
  4. 4.
    Benjamin S, Travis MJ, Cooper JJ, Dickey CC, Reardon CL. Neuropsychiatry and neuroscience education of psychiatry trainees: attitudes and barriers. Acad Psychiatry. 2014 Apr;38(2):135–40.CrossRefGoogle Scholar
  5. 5.
    Pato MT, Cyr RL, Manley LN, Morley CP. What to learn and how to teach it: five years of pre-meetings for training directors in psychiatry. Acad Psychiatry. 2013;37:77–82.CrossRefGoogle Scholar
  6. 6.
    Zisook S, Boland R, Cowley D, Cyr RL, Pato MT, Thrall G. Teaching scholarly activity in psychiatric training: years 6 and 7. Acad Psychiatry. 2013 Mar 1;37(2):82–6.CrossRefGoogle Scholar
  7. 7.
    Rogers EM. Diffusion of Innovations, Third Edition. New York: The Free Press; 1983.Google Scholar
  8. 8.
    Kaufman DM. ABC of learning and teaching in medicine: applying educational theory in practice. BMJ. 2003;326:213–6.CrossRefGoogle Scholar
  9. 9.
    Handelsman J, Ebert-May D, Beighner R, Bruns P, Chang A, DeHaan R, et al. Education. Scientific teaching. Sci Teach Sci. 2004;304:521–2.Google Scholar
  10. 10.
    Lockhart BJ, Capurso NA, Chase I, Arbuckle MR, Travis MJ, Eisen J, et al. The use of a small private online course to allow educators to share teaching resources across diverse sites: the future of psychiatric case conferences? Acad Psychiatry. 2017 Feb;41(1):81–5.CrossRefGoogle Scholar
  11. 11.
    Blackwell KA, Travis MJ, Arbuckle MR, Ross DA. Crowdsourcing medical education. Med Educ. 2016 May;50(5):576.CrossRefGoogle Scholar
  12. 12.
    Ross DA, Arbuckle MR, Travis MJ, Dwyer JB, van Schalkwyk GI, Ressler KJ. An integrated neuroscience perspective on formulation and treatment planning for posttraumatic stress disorder: an educational review. JAMA Psychiatry. 2017;74(4):407–15.CrossRefGoogle Scholar
  13. 13.
    Ross DA, Travis MJ, Arbuckle MR. Posttraumatic stress disorder in a young adult military veteran. JAMA Psychiatry. 2017;74(4):417–8.CrossRefGoogle Scholar
  14. 14.
    Ross DA, Travis MJ, Arbuckle MR. The future of psychiatry as clinical neuroscience: why not now? JAMA Psychiatry. 2015;72(5):413–4.CrossRefGoogle Scholar
  15. 15.
    Friedman RA. Psychiatry’s identity crisis. New York Times. 2015. https://www.nytimes.com/2015/07/19/opinion/psychiatrys-identity-crisis.html. Accessed 5 June 2019.
  16. 16.
    Dwyer JB, Ross DA. The nature of nurture: how developmental experiences program adult stress circuitry. Biol Psychiatry. 2017;81(8):e57–9.CrossRefGoogle Scholar
  17. 17.
    Etkin A, Pittenger C, Polan HJ, Kandel ER. Toward a neurobiology of psychotherapy: basic science and clinical applications. J Neuropsychiatr Clin Neurosci. 2005;17(2):145–58.CrossRefGoogle Scholar
  18. 18.
    De Aquino JP, Ross DA. Kraepelin’s rumbling twin pillars: using biology to reconstruct psychiatric nosology from the bottom up. Biol Psychiatry. 2017;82(10):e71–4.CrossRefGoogle Scholar
  19. 19.
    Boyden ES, Zhang F, Bamberg E, Nagel G, Deisseroth K. Millisecond-timescale, genetically targeted optical control of neural activity. Nat Neurosci. 2005;8:1263–8.CrossRefGoogle Scholar
  20. 20.
    Arbuckle MR, Travis MJ, Ross DA. Integrating a neuroscience perspective into clinical psychiatry today. JAMA Psychiatry. 2017 Apr 1;74(4):313–4.CrossRefGoogle Scholar

Copyright information

© Academic Psychiatry 2019

Authors and Affiliations

  • Melissa R. Arbuckle
    • 1
    Email author
  • Michael J. Travis
    • 2
  • Jane Eisen
    • 3
  • Amanda Wang
    • 4
  • Ashley E. Walker
    • 5
  • Joseph J. Cooper
    • 6
  • Liz Neeley
    • 7
  • Sidney Zisook
    • 8
  • Deborah S. Cowley
    • 9
  • David A. Ross
    • 10
  1. 1.Columbia University Irving Medical CenterNew YorkUSA
  2. 2.University of Pittsburgh School of MedicinePittsburghUSA
  3. 3.McLean HospitalBelmontUSA
  4. 4.Research Foundation for Mental HygieneNew YorkUSA
  5. 5.University of OklahomaTulsaUSA
  6. 6.University of Illinois at ChicagoChicagoUSA
  7. 7.The Story ColliderWashingtonUSA
  8. 8.University of CaliforniaSan DiegoUSA
  9. 9.University of WashingtonSeattleUSA
  10. 10.Yale School of MedicineNew HavenUSA

Personalised recommendations