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    What is the experience of psychiatry residents learning to prescribe? A qualitative research inquiry

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    Authors
    Randall, Melinda
    Lowe, Marissa
    Aillon-Sohl, Lara
    UMass Chan Affiliations
    Department of Psychiatry
    Document Type
    Journal Article
    Publication Date
    2016-02-01
    Keywords
    Graduate medical education
    psychopharmacology
    qualitative research
    Medical Education
    Mental and Social Health
    Psychiatry
    Psychiatry and Psychology
    
    Metadata
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    Link to Full Text
    https://doi.org/10.3109/09638237.2015.1078885
    Abstract
    BACKGROUND: Understanding how psychiatry residents learn to prescribe is important for the future of psychiatry. Prescribing is a complicated act that involves much more than signing a prescription. During residency, psychiatrists develop seminal attitudes and habits about prescribing. There have been no published studies focusing on psychiatry residents' experience when learning to prescribe. AIMS: Qualitative methodology lends itself to a deep exploration of the process of learning how to prescribe. We undertook a qualitative study questioning psychiatry residents about their prescribing. METHODS: Psychiatry residents were recruited from three residency programs and focus groups were conducted at each program. The focus groups were audiotaped and transcribed by a professional service. Thematic analysis was used to analyze the data and triangulation to increase the rigor of the study. RESULTS: A total of 12 residents participated. Three themes were identified concerning identity development as a psychiatrist, uncertainty and fear about prescribing, and the centrality of collaborating with the patient during the prescribing process. CONCLUSION: Psychiatry residents struggle with significant anxiety and frustration in their experience of learning to prescribe, suggesting a place for mentors and supervisors to focus.
    Source
    J Ment Health. 2016;25(2):122-5. Oct 15. Link to article on publisher's site
    DOI
    10.3109/09638237.2015.1078885
    Permanent Link to this Item
    http://hdl.handle.net/20.500.14038/46271
    PubMed ID
    26472154
    Related Resources
    Link to Article in PubMed
    ae974a485f413a2113503eed53cd6c53
    10.3109/09638237.2015.1078885
    Scopus Count
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    UMass Chan Faculty and Researcher Publications

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