OBJECTIVE:In a follow-up to a survey ten years earlier, the authors investigated current administrative relationships between academic departments of psychiatry and state hospitals.METHODS:A 20-item questionnaire was sent to the chairs of the 110 medical school departments of psychiatry with accredited psychiatric residencies.RESULTS:Eighty-two departments, or 75 percent, responded. Seventy-one percent of the respondents reported that their department had a relationship with a state hospital; 79 percent of these relationships involved the education of psychiatric residents. Most respondents rated the quality of the relationship favorably (4 or 5 on a 5-point scale). Almost all respondents believed that residents can obtain a high-quality education in a state hospital. More than half of the departments responding to a question about the importance of a state hospital rotation rated it of major importance in their residency program.CONCLUSIONS:Many medical school departments of psychiatry remain closely involved with state hospitals and recognize the hospital as an important part of residents' education. Administrators have gained much experience about how to develop and implement mutually beneficial relationships.

OBJECTIVE:The authors' goal was to examine the changing demographic trends in psychiatry manpower. These changes have important implications for the practice of the profession in the future.METHOD:Each year, the APA Office of Membership, in collaboration with the American Association of Directors of Psychiatric Residency Training, conducts a census of all residents in psychiatry. A survey instrument is sent to the director of residency training in each U.S. program accredited by the Accreditation Council for Graduate Medical Education. Using data from this survey and from the American Medical Association, the authors conducted a study of the changes in the number of psychiatric residents over the last decade, particularly the increases in the number and percentage of women in medicine and psychiatry.RESULTS:They found that the number of psychiatric residents has grown from 4,674 in academic year 1978-1979 to 5,829 in 1987-1988, an increase of 25%. The percentage of women has increased from 32% of all psychiatric residents in 1978-1979 to 41% in 1987-1988. The largest proportions of female physicians and psychiatrists were found in the age groups younger than 35.CONCLUSIONS:Previously documented gender differences that affect practice patterns and career opportunities may very well change as a function of the increasing representation of women in the profession of psychiatry, and these changes need to be taken into account in planning for future patient care and research needs.

The authors conducted a survey of psychiatric education in alcoholism and drug abuse in the United States. Ninety-seven percent of 106 undergraduate training programs and 91% of 169 residency programs offered curriculum units in this field. Most of these programs also provided supervised clinical care. Areas of reported faculty dissatisfaction included problems with attitude and interest of psychiatric faculty and with the amount of curriculum time allotted. The authors conclude that although the amount of curriculum time devoted to training in alcoholism and drug abuse is growing, further investment in developing faculty and fellowships is warranted to increase the quality of teaching commitment.

There are no minimum standards for the clinical training of psychiatrists with regard to the type and number of patients evaluated or treated. Interest in establishing such standards derives from a need for greater accountability, a high fail rate on the clinical portion of the American Board of Psychiatry and Neurology examinations, and an increasing demand for precise documentation of competence in specific areas by hospital privileging committees. Although considerable disagreement exists as to what the overall requirements should be, some minimum requirements can be agreed on. The authors discuss concerns about minimal standards and make suggestions for further development of standards.

The authors present recommendations for educating medical students and psychiatric residents in geropsychiatry. They are primarily concerned with the objectives and methods rather than the content of training. Proposals are structured in terms of training objectives and educational settings in which such training takes place. The proposals are intended to be specific enough to be truly useful and at the same time sufficiently generalizable to adapt to geropsychiatric training in a variety of institutions. Priority is given to integrating knowledge of normal and abnormal aging with the clinical skills and empathy necessary to approach patients with competence and understanding.