@article{deff820c2d06411ba0179b1e205b517d,
title = "Training physician-scientists: A model for integrating research into psychiatric residency",
abstract = "Objective: The number of physicians engaged in research careers has declined significantly over the past two decades. Physicians with in-depth experience and formal training in research design, development, implementation, statistical analysis, and interpretation of scientific information are rare. Methods: In response to this shortage the Medical University of South Carolina (MUSC) launched an NIH-funded research track in 2006 to address the institutional, financial, and regulatory barriers to research training during residency. The primary aim was to incorporate a research track within a 4-year psychiatric residency program for physicians. A secondary goal was to extend recruitment into earlier phases of medical training by offering summer research fellowships to medical and undergraduate students. Results: This article describes the program including core mechanisms of training, recruitment, and outcomes to date. Conclusions: The program provides a model to effectively integrate research training during residency without increasing the number of years of residency training. The training components described herein should be exportable to other psychiatric residency training programs and potentially other specialties of medicine.",
author = "Back, {Sudie E.} and Book, {Sarah W.} and Santos, {Alberto B.} and Brady, {Kathleen T.}",
note = "Funding Information: The research track at MUSC, known as the Drug Abuse Research Training (DART) program, focuses on addictions research; however, residents with associated research interests (e.g., depression, bipolar disorder) also participate. The DART program is unique in that it establishes the infrastructure and organizational support necessary to train physician-scientists, and it addresses deficiencies in the mentoring of residents by providing compensation to research faculty mentors. In 2009, the DART program received the American College of Psychiatrists Award for Creativity in Psychiatric Education for its use of innovative strategies to overcome existing barriers to physician research training, namely (a) access to research mentors; (b) support for research training time during residency; and (c) financial support, such as funding for pilot projects, travel to present research at conferences, and eligibility to apply for the NIH Loan Repayment Program. This article describes the DART program including mechanisms of training, recruitment, and outcomes to date. The training components described herein should be exportable to other psychiatric residency training programs and potentially other specialties of medicine. Funding Information: Funding was provided by National Institute on Drug Abuse grants R25 DA020537 (KTB) and K23 DA021228 (SEB). The authors wish to thank Ms. Crissy Rowell for her invaluable assistance with the DART program.",
year = "2011",
month = jan,
doi = "10.1176/appi.ap.35.1.40",
language = "English (US)",
volume = "35",
pages = "40--45",
journal = "Academic Psychiatry",
issn = "1042-9670",
publisher = "American Psychiatric Publishing Inc.",
number = "1",
}