Objectives: (1) Describe the concept, mechanisms and outcome of evolution; (2) review the current topics in research and clinical psychiatry where evolutionary concepts are explicitly applied. Methods: The authors reviewed relevant textbooks of evolution, evolutionary psychiatry/psychology and articles in scientific journals, and discussed these topics in a college course at McGill University School of Medicine, Montreal, Canada. Results: (1) Most natural scientists agree that evolution has occurred in all living beings. However, the mechanisms and outcomes of evolution are controversial. (2) In the first three quarters of the 20th century, several authors provided theories about human psychology based on ethological concepts. The so-called evolutionary psychology/psychiatry developed more recently, and it explores the adaptive/nonadaptive features of psychopathology and mental disorders. In the 1990s a concept of mental disorder (as a harmful dysfunction) based on evolutionary theory has been developed. Conclusions: Evolution is a pivotal concept in biology with relevant applications in psychiatry. We suggest encouraging the interaction between psychiatric educators and researchers in evolutionary psychiatry and biology in order to improve the education of psychiatric residents in this subject.

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Introduction: The teaching of evolution theory (ET) in medical programs has received scant attention in the literature. In this report, we first describe the main applications of ET in medicine. Second, we present the evaluation of an interactive seminar on ET given to groups of medical students, psychiatrists, and other medical specialists. Methods: A two-hour, four-module, interactive seminar was conducted with separate groups of 27 psychiatrists, 15 family doctors, 18 neurologists, 13 physiatrists, 12 internists, and 24 sixth-year medical students without formal training in ET. Their knowledge of ET before and after the seminar was rated on a validated analogical scale (0-12). In addition, the perceived relevance of the information for the participants’ professional activity was assessed. Results: Score averages and medians before the seminar were below 6, suggesting low to moderate knowledge. The students' scores did not differ significantly from those of the physicians except on the Hominization item, where they scored lower than the physicians (p = 0.02). The psychiatrists’ scores did not differ from those of the other groups before the seminar, but after the seminar the increase in their scores on a number of items was significantly smaller than that of the other groups. While all groups scored 10 or more when assessing the relevance of the information, the psychiatrists had the lowest score (p = 0.024). Discussion: The results show the adequacy of short programs to enhance knowledge on ET. This may assist medical educators to develop comprehensive and compulsory courses. Future studies must explore whether psychiatrists are relatively reluctant or ambivalent to accept evolution concepts and proposals.