A Descriptive Study of a Spirituality Curriculum for General Psychiatry Residents

McGovern, Thomas; McMahon, Terry; Nelson, Jessica; Baronia, Regina; Giles, Chuck; Schmidt, Vanessa

doi:10.1007/s40596-017-0687-3

Cited by 13 publications

(33 citation statements)

References 22 publications

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“…Further details of this systematic review can be found elsewhere. 10 The eleven selected studies [13][14][15][16][17][18][19][20][21][22][23] were evaluated according to the following seven categories: residency year in which the intervention was implemented, course coordinator/faculty teaching methods, topics covered, evaluation tools and results (for the curriculum, residents, and patients), R/S competencies addressed, and recommended bibliography.…”

Section: Methodsmentioning

confidence: 99%

“…The majority of the articles presented a curriculum spread over several semesters of coursework [13][14][15][16]18,19,22,24 or were more concentrated initiatives 17,20,21,23 involving residents from different years. Some may defend the importance of the residents' prior clinical experience to better take advantage of the curriculum's content and discussion.…”

Section: When Should This Curriculum Be Taught?mentioning

confidence: 99%

“…[17][18][19][20]23 When reported, the most relevant problems were initial resistance by the residents 15,16,22 and preceptors, 13,21 tension among the residents 14,15 and conflicts with their own faith; tension between the residents and the preceptors (residents' fear of disapproval by the preceptors), 13,14 and tension among the preceptors themselves, for example, regarding the extent of the literature. 13,14 The main limitations concerned research-related issues 13,16,18,[20][21][22][23] and were less directed toward the content, such as complaints by the residents about lack of time. 14 Individual supervision can help overcome conflicts between residents and patients.…”

Section: How Can Possible Challenges Barriers and Limitations Be Ovmentioning

confidence: 99%

See 2 more Smart Citations

Religiosity and spirituality in psychiatry residency programs: why, what, and how to teach?

Oliveira

Peteet

Moreira‐Almeida

2021

Braz. J. Psychiatry

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Objective: To propose a core curriculum for religiosity and spirituality (R/S) in clinical practice for psychiatry residency programs based on the available evidence. Methods: After performing a review of studies on the implementation of R/S curricula and identifying the most commonly taught topics and teaching methods, an R/S curriculum was developed based on the most prevalent strategies, as well as recommendations from psychiatric associations, resulting in a fairly comprehensive R/S curriculum that is simple enough to be easily implemented, even where there is a shortage of time and of faculty expertise. Results: The curriculum is a twelve-hour course (six 2-hour sessions). The topics include: concepts and evidence regarding R/S and mental health relationships, taking a spiritual history/case formulation, historical aspects and research, main local R/S traditions, differential diagnosis between spiritual experiences and mental disorders, and R/S integration in the approach to treatment. The teaching methods include: classes, group discussions, studying guidelines, taking spiritual histories, panels, field visits, case presentations, and clinical supervision. The evaluation of residents includes: taking a spiritual history and formulating an R/S case. The program evaluation includes: quantitative and qualitative written feedback. Conclusions: A brief and feasible core R/S curriculum for psychiatry residency programs is proposed; further investigation of the impact of this educational intervention is needed.

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Section: Methodsmentioning

confidence: 99%

Section: When Should This Curriculum Be Taught?mentioning

confidence: 99%

Section: How Can Possible Challenges Barriers and Limitations Be Ovmentioning

confidence: 99%

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Religiosity and spirituality in psychiatry residency programs: why, what, and how to teach?

Oliveira

Peteet

Moreira‐Almeida

2021

Braz. J. Psychiatry

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“…There is limited understanding regarding how medical residents perceive spirituality and religion's impact on medical care outside the specialty of psychiatry, which has reported trying to incorporate these topics into their training curricula. In previous studies of psychiatry resident knowledge, attitudes, and skills related to spirituality, religion, and medicine, most participants agreed spiritual and religious needs of patients are important to address in medical care, 5 and implementation of a spirituality and religion curriculum may lead to improvement in these measures. 6,7 The aim of our study was to perform a needs assessment of internal medicine resident knowledge, attitudes, and skill regarding spirituality, religion, and its intersection with medicine.…”

Section: Introductionmentioning

confidence: 99%

Spirituality, Religion, and Medicine Education for Internal Medicine Residents

Piscitello

Martin

2019

Am J Hosp Palliat Care

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Purpose: Spirituality and religion affect patient health. This topic is often not included in medical resident education. We aimed to evaluate resident knowledge, attitudes, and skill regarding spirituality, religion, and medicine and to develop, implement, and evaluate a curriculum to improve these measures. Methods: Internal medicine residents at a large, urban academic center were surveyed to determine their baseline knowledge, attitudes, and skill regarding spirituality and religion (37.4% response rate, n = 46/123). A lecture and discussion-based curriculum was implemented over 1 year, followed by another survey (41.4% response rate, n = 51/123); χ2 statistic was used to compare pre- and postsurveys to evaluate the curriculum. Results: Baseline resident attitudes toward spirituality, religion, and medicine were high with most agreeing chaplains are valuable in patient care (93.5%) and that patient spiritual and religious beliefs can affect health (93.5%). Resident self-reported knowledge and skill were low with few knowing the training chaplains receive (4.3%) or reporting competence taking a spiritual history (15.2%). After the curriculum, resident self-reported knowledge increased regarding the role of chaplains (56.5%-80.4%, P = .011) and the training chaplains receive (4.3%-27.5%, P = .002). No significant postcurriculum change was seen in attitudes or skill. Conclusions: Most internal medicine residents have positive attitudes toward spirituality, religion, and medicine. They do not have adequate knowledge or skill to care for patients in this area, however. Implementation of a curriculum in spirituality, religion, and medicine improved resident self-reported knowledge. Future work should focus on revising the curriculum to better improve resident knowledge and skill.

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“… 4 In an effort to establish themselves as distinct scientific undertakings, it was necessary for disciplines such as psychiatry and behavioural sciences to distance themselves from religion. 5 Sigmund Freud, the founder of psychoanalysis described spiritual experiences as a ‘universal obsessional neurosis’, a form of ‘pathological thinking in need of modification’. 2 6 However, since the 1980s, there has been some literature to support the positive influences of SR on the physical and psychological well-being of individuals.…”

Section: Introductionmentioning

confidence: 99%

Spirituality and religion in residents and inter-relationships with clinical practice and residency training: a scoping review

Chow¹,

Chew

Sim

2021

BMJ Open

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ObjectivesWith the increased emphasis on personalised, patient-centred care, there is now greater acceptance and expectation for the physician to address issues related to spirituality and religion (SR) during clinical consultations with patients. In light of the clinical need to improve SR-related training in residency, this review sought to examine the extant literature on the attitudes of residents regarding SR during residency training, impact on clinical care and psychological well-being of residents and SR-related curriculum implemented within various residency programmes.DesignA scoping review was conducted on studies examining the topic of SR within residency training up until July 2020 on PubMed/Medline and Web of Science databases. Keywords for the literature search included: (Spirituality OR Religion) AND (Residen* OR “Postgraduate Medicine” OR “Post-graduate Medicine” OR “Graduate Medical Education”).ResultsOverall, 44 studies were included. The majority were conducted in North America (95.5%) predominantly within family medicine (29.5%), psychiatry (29.5%) and internal medicine (25%) residency programmes. While residents held positive attitudes about the role of SR and impact on patient care (such as better therapeutic relationship, treatment adherence and coping with illness), they often lacked the knowledge and skills to address these issues. Better spiritual well-being of residents was associated with greater sense of work accomplishment, overall self-rated health, decreased burnout and depressive symptoms. SR-related curricula varied from standalone workshops to continuous modules across the training years.ConclusionsThese findings suggest a need to better integrate appropriate SR-related education within residency training. Better engagement of the residents through different pedagogical strategies with supervision, feedback, reflective practice and ongoing faculty and peer support can enhance learning about SR in clinical care. Future studies should identify barriers to SR-related training and evaluate the outcomes of these SR-related curriculum including how they impact the well-being of patients and residents over time.

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A Descriptive Study of a Spirituality Curriculum for General Psychiatry Residents

Abstract: Regardless of cultural or religious background, the residents endorsed the curriculum as a worthwhile experience and increased their appreciation of the place of spirituality in the holistic care of patients with psychiatric conditions.

Cited by 13 publications

References 22 publications

Religiosity and spirituality in psychiatry residency programs: why, what, and how to teach?

Religiosity and spirituality in psychiatry residency programs: why, what, and how to teach?

Spirituality, Religion, and Medicine Education for Internal Medicine Residents

Spirituality and religion in residents and inter-relationships with clinical practice and residency training: a scoping review

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