Training Psychiatrists for Rural Practice: A 20-Year Follow-up

Bonham, Caroline; Salvador, Melina; Altschul, Deborah; Silverblatt, Helene

doi:10.1007/s40596-014-0080-4

Cited by 15 publications

(10 citation statements)

References 10 publications

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“…In a 20-year follow-up study of the University of New Mexico Rural Psychiatry Residency Program, Bonham et al [24] found that 37% of graduates practice in rural communities in comparison to 10% of graduates from the traditional residency track. The rural track involved community site visits in postgraduate years (PGY) 2 and 3 and longitudinal community work (2 days per week, throughout the year) during PGY-4; encouragement to participate in community activities such as support groups and networking with tribal governments; and attendance at the biannual meeting of the Rural and Community Psychiatry Network of New Mexico.…”

Section: The Role Of Psychiatric Educatorsmentioning

confidence: 99%

Rural Mental Health Training: an Emerging Imperative to Address Health Disparities

et al. 2018

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Section: The Role Of Psychiatric Educatorsmentioning

confidence: 99%

Rural Mental Health Training: an Emerging Imperative to Address Health Disparities

et al. 2018

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“…Traditional clinical training partnerships increase the workforce in underserved areas by recruiting students from rural areas, utilizing distance learning, or sending students to rural training sites in a residency or internship format (Bonham et al, 2014; Soltis-Jarrett, 2011). However, universities and partner organizations seeking to train new providers are limited by an inadequate number of clinical educators and training sites.…”

Section: Introductionmentioning

confidence: 99%

Exploring Readiness for Teleprecepting in Psychiatric Mental Health Nurse Practitioner Training

Johnson

Ling

Melino

2020

J Am Psychiatr Nurses Assoc

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OBJECTIVE: Telehealth offers a solution to many challenges in health care, including the shortage of psychiatric providers. Recently the need to limit patient and provider exposure to coronavirus disease 2019 (COVID-19) has escalated implementation of telehealth across the globe. As telehealth utilization expands, its role in nursing education and training requires systematic evaluation. Since publication of the National Organization of Nurse Practitioner Faculty white paper supporting telehealth in health care delivery and nurse practitioner education, several studies have demonstrated successful didactic instruction and training in telehealth. However, a recent literature review found no studies evaluating the use of telehealth technology as a means of precepting in clinical training. METHODS: This small-scale qualitative study investigates the readiness of one behavioral health clinic to provide teleprecepting to psychiatric mental health nurse practitioner students. Two preceptors and one student were interviewed using a peer-reviewed semistructured interview guide using video chat. Responses were reviewed, coded, and categorized into themes. RESULTS: Thematic analysis of the interviews revealed three categories for consideration in establishing teleprecepting. Clinical factors, logistics, and comparison with traditional precepting are discussed. Interviewees viewed teleprecepting as a viable method of increasing access to clinical training. CONCLUSIONS: This project supports teleprecepting as a feasible strategy for improving access to clinical training and as a technological resource that merits systematic evaluation. Practice guidelines are needed for teleprecepting of advanced practice registered nurse students, and both preceptors and students may benefit from training to support best practices prior to implementation.

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“…15 A small amount of graduate medical education (GME), however, occurs in rural settings in high-need specialties such as family medicine, 16 internal medicine, 9 general surgery, 17,18 and psychiatry. 19 Osteopathic residency programs contributed more growth to rural GME over 10 years (2005-2015) than allopathic programs, 20 but the transition by 2020 to a single allopathic and osteopathic GME accreditation system operated by the Accreditation Council for Graduate Medical Education (ACGME) has uncertain implications for small and rurally focused residency programs, particularly osteopathic programs. Osteopathic programs outside of generalist specialties could be vulnerable because these programs tend to have fewer residents than allopathic programs, and rural programs are more often smaller.…”

Section: Introductionmentioning

confidence: 99%

Preparing Physicians for Rural Practice: Availability of Rural Training in Rural-Centric Residency Programs

Patterson

Andrilla

Garberson

2019

Journal of Graduate Medical Education

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Background Exposing residents to rural training encourages future rural practice, but unified accreditation of allopathic and osteopathic graduate medical education under one system by 2020 has uncertain implications for rural residency programs. Objective We describe training locations and rural-specific content of rural-centric residency programs (requiring at least 8 weeks of rurally located training) before this transition. Methods In 2015, we surveyed residency programs that were rurally located or had rural tracks in 7 specialties and classified training locations as rural or urban using Rural-Urban Commuting Area (RUCA) codes. Results Of 1849 residencies in anesthesiology, emergency medicine, general surgery, internal medicine, obstetrics and gynecology, pediatrics, and psychiatry, 119 (6%) were rurally located or offered a rural track. Ninety-seven programs (82%) responded to the survey. Thirty-six programs required at least 8 weeks of rural training for some or all residents, and 69% of these rural-centric residencies were urban-based and 53% were osteopathic. Locations were rural for 26% of hospital rotations and 28% of continuity clinics. Many rural-centric programs (35%) reported only urban ZIP codes for required rural block rotations; 54% reported only urban ZIP codes for required rural clinic sessions, and 31% listed only urban ZIP codes in reporting rural full-time training locations. Programs varied widely in coverage of rural-specific training in 6 core competencies. Conclusions In multiple specialties important for rural health care systems, little rurally located residency training and rural-specific content was available. Substantial proportions of training locations reported to be rural were actually urban according to a common rural definition.

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Training Psychiatrists for Rural Practice: A 20-Year Follow-up

Cited by 15 publications

References 10 publications

Rural Mental Health Training: an Emerging Imperative to Address Health Disparities

Rural Mental Health Training: an Emerging Imperative to Address Health Disparities

Exploring Readiness for Teleprecepting in Psychiatric Mental Health Nurse Practitioner Training

Preparing Physicians for Rural Practice: Availability of Rural Training in Rural-Centric Residency Programs

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