RESUMO Introdução:A psiquiatria e a neurologia são especialidades entrelaçadas. O avanço da neuropsiquiatria viabilizou a incisão da dicotomia funcional-orgânico e a necessidade de incluir conteúdos de neurologia na formação do psiquiatra. Objetivos: Determinar o conteúdo e a metodologia da disciplina de neurologia na formação do residente de psiquiatria. Métodos: De 2011 a 2013, realizou-se uma pesquisa teórico-reflexiva. Consultou-se os sítios da Associação Brasileira de Psiquiatria (ABP), das residências em psiquiatria do Brasil, PubMed e SciELO. Utilizou-se os termos: programa de residência médica e de residência em psiquiatria; neurologia e residência em psiquiatria. Procurou-se competências, carga horária, atendimento hospitalar ou ambulatorial, supervisor, método de ensino, conteúdo temático, avaliação, pesquisa e literatura recomendada. Resultados e discussão: No Brasil, existem 66 residências em psiquiatria concentradas no Sudeste e Sul (71,1%). Das 840 vagas de residência, 80,1% estão localizadas nessas regiões. Só 8% das residências publicam seus programas, ainda que parciais. Os residentes da psiquiatria acompanham o serviço da neurologia em ambulatórios especializados como neurogeriatria, cefaleia e epilepsia. Nenhuma residência divulga o conteúdo temático e a literatura recomendada. Um estágio reportou a necessidade de avaliação para sua conclusão. Conclusões: No Brasil, não existe um programa completo de neurologia para formar o psiquiatra. É necessário que as residências publiquem seus programas e experiências. Sugere-se que a ABP estruture um programa nacional para que as instituições possam adequá-lo à sua realidade. Propõe-se que o preceptor de neurologia faça parte do serviço da psiquiatria e não que o residente passe por ambulatórios subespecializados de neurologia. Palavras-chave: educação médica; internato e residência; programas. ABSTRACT Introduction: Psychiatry and neurology are intertwined specialties. The advance of neuropsychiatry allowed the incision of the functional-organic dichotomy, as well as the need to include contents of neurology discipline in training the psychiatrist. Objectives: To determine the content and methodology of neurology discipline in the formation of psychiatry residents. Methods: In 2011 to 2013 a theoretical and reflective research was held on the websites of the Brazilian Psychiatric Association (BPA), residencies in psychiatry in Brazil, PubMed and SciELO. The terms used were: medical residency program and residency in psychiatry; neurology and residency in psychiatry. We searched for skills, workload, hospital care or outpatient, supervisor, teaching method, thematic content, evaluation, research and recommended literature. Results and discussion: In Brazil, there are 66 residencies in psychiatry, concentrated in the Southeast and South regions (71.1%). Of the 840 residency positions, 80.1% are located in these regions. Only 8% of residencies publish their programs, even partial. Psychiatry residents accompany the service of neurology at specialized clin...
Introduction: There has been a greater demand for the psychiatry specialty, possibly associated with the paradigm change in asylum care for outpatients and communities; consequently, there is now a greater number of institutions for Medical Training in Psychiatric Residency. As such, we seek to elaborate upon the Neurology Program for Medical Residency in Psychiatry (NPMRP) and present the experience of its application. Methods: We present an observational and descriptive study of the NPMRP experience in Curitiba/Paraná/Brazil. To prepare the NPMRP, reflective theoretical research was carried out via data from the websites of the Brazilian Psychiatric Association, Brazilian Psychiatric Residencies, PubMed and SciELO. Thw keywords used included: program of psychiatry residency; neurology and psychiatry residency; neurology in psychiatry. Results: It is thought that the resident develops clinical skills through the neurology-psychiatry interface, via an in-service training of general neurology (1st year resident) and epilepsy and neurocognitive disorders (3rd year resident), which takes place once a week. Residents receive training in conducting interviews and brief neurological examinations, concerning the types of neurological diagnosis, request for additional tests and interpretation of the reports. The outpatient clinical sessions last 4-5 hours, resulting in one patient/hour per resident who, in turn, prepares the medical record. The cases are reviewed and discussed with the neurologist instructor, promoting patient/family participation in shared decision-making. At the end of the outpatient clinic session, an activity is carried out with the whole team to socialize the visits and review theoretical contents. Assessments are daily, quarterly and annual, covering both quantitative and qualitative aspects. Conclusion: The NPMRP has excellent results in improving resident training and patient care. There is an excellent opinion regarding learning by the residents and a good level of satisfaction of patients/family members. The neurologist instructor becomes part of the residency and the NPMRP integrates academic and assistance training. The authors propose the development of a national, standardized and reproducible NPMRP.
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