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

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.

Same Material, Different Formats: Comparing In-Person and Distance Learning in Undergraduate Medical Education

“…Thus, any comparison of the course is not truly a comparison of in-person versus distance learning; instead, these metrics demonstrate the feasibility and acceptability of virtual learning in the context of a systemic upheaval due to a viral pandemic. The authors’ experience with both course formats demonstrates the feasibility of integrating cross-disciplinary neuroscience education in the latter half of medical school education, in keeping with previously reported incorporation of neuroscience education in the psychiatry clerkship [ 14 ] and consistent calls for enhanced integration of neuroscience into clinical disciplines [ 1 , 4 , 5 ].…”

“…The authors chose these topics due to the ability to cover innovative areas in both psychiatry and neurology (e.g., autoimmune encephalitis in the NMDA receptor section), areas of emerging research and clinical practice development (“frontiers”; [ 1 ]), and highlight diseases and treatment not emphasized elsewhere in the medical school curriculum. Each topic also allows for explicit connection between either scientific research (basic or clinical) and clinical practice [ 5 ]. A portion of the course is devoted to strengthening skills in critical review of the literature and evidence-based practice, including research methods and design, consistent with the skills necessary for neuroscience literacy [ 1 ], with the goal of fostering life-long learning [ 2 ].…”

Mapping Neuroscience in the Field of Education through a Bibliometric Analysis

“…Later studies are transferred to third-party moral evaluations in children [ 31 , 32 , 33 ]. Travis has focused on the integration of neuroscience curriculum education into the clinical practice of psychiatry, aiming to develop an interdisciplinary NIE curriculum for psychiatry to help psychiatric residents better grasp the latest scientific technology and training requirements, involves changing the teaching content of neuroscience courses through the findings of the neuropsychiatry and neuroscience education of psychiatry trainees on learning attitudes and impairments [ 34 ], realizing the possibility of educating neuroscience courses across regions by combining small private online course technology with flipped classroom technology [ 35 ], and developing an interdisciplinary neuroscience curriculum based on a multi-departmental teamwork [ 36 , 37 ]. Drake and McBride are the most cited scholars, and the two scholars have a cooperative relationship.…”

Psychiatry Resident Education in Neurocognitive Disorders: a National Survey of Program Directors in Psychiatry

“…The shortage of geriatric psychiatrists and other psychiatrists with training in neurocognitive disorders represents a pressing need, both for service delivery and for education. We also wondered whether this is an opportunity for expansion of programs already available to help supplement geriatric psychiatry education, such as the COVID-19 American Association for Geriatric PsychiatryOnline Trainee Curriculum [ 14 ] or the National Neuroscience Curriculum Initiative [ 15 ]. We did not specifically ask program directors whether they were aware of, or if they use, these types of resources.…”