Towards competency-based medical education in addictions psychiatry: a systematic review

Background: Current curriculum guidelines for addiction training in psychiatry need to be adapted to the competency by design framework to integrate clinical skills in addiction. Objective: We conducted a systematic review to identify curricular and educational interventions to build competency...

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Autores principales:	Anees Bahji, Joshua Smith, Marlon Danilewitz, David Crockford, Nady el-Guebaly, Heather Stuart
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2021
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/d3926a86df0345968b718cb1a421b2e1
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spelling	oai:doaj.org-article:d3926a86df0345968b718cb1a421b2e12021-12-01T22:36:00ZTowards competency-based medical education in addictions psychiatry: a systematic review10.36834/cmej.697391923-1202https://doaj.org/article/d3926a86df0345968b718cb1a421b2e12021-06-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/69739https://doaj.org/toc/1923-1202 Background: Current curriculum guidelines for addiction training in psychiatry need to be adapted to the competency by design framework to integrate clinical skills in addiction. Objective: We conducted a systematic review to identify curricular and educational interventions to build competency among psychiatry residents and fellows in addiction psychiatry. Methods: We followed the PRISMA guidelines, searching five databases from inception to August 2020 for relevant evaluation-type studies exploring addiction psychiatry competency among psychiatry residents and fellows. We appraised study quality using the Joanna Briggs Institute's risk of bias tool for observational designs. Results: From 1600 records, 17 studies met inclusion criteria. Addiction psychiatry competencies spanned themes involving core knowledge development; attitudinal, communication and leadership skills; screening, assessment, diagnosis; management; and special populations. Examples of effective educational interventions to enhance addiction competency include specific modules for substance use disorders and integrated clinical rotations that simultaneously combine multiple types of skills. Lived experience improved trainee attitudes towards addiction psychiatry. Conclusions: While there is current evidence supporting strategies for developing competency in addiction psychiatry, the lack of studies measuring sustained competence over a longer-term follow-up period and the absence of randomized controlled trials limit the overall strength of evidence in this review. Current psychiatry entrustable professional activities (EPAs) involving addiction only partly overlap with curriculum training guidelines and studies identified in this review. These EPAs need to be better identified for training programs, competence in those EPAs better delineated for residents and preceptors, and evaluations should be done to ensure that adequate competence in addictions is attained and sustained. Anees BahjiJoshua SmithMarlon DanilewitzDavid CrockfordNady el-GuebalyHeather StuartCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 12, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Anees Bahji Joshua Smith Marlon Danilewitz David Crockford Nady el-Guebaly Heather Stuart Towards competency-based medical education in addictions psychiatry: a systematic review
description	Background: Current curriculum guidelines for addiction training in psychiatry need to be adapted to the competency by design framework to integrate clinical skills in addiction. Objective: We conducted a systematic review to identify curricular and educational interventions to build competency among psychiatry residents and fellows in addiction psychiatry. Methods: We followed the PRISMA guidelines, searching five databases from inception to August 2020 for relevant evaluation-type studies exploring addiction psychiatry competency among psychiatry residents and fellows. We appraised study quality using the Joanna Briggs Institute's risk of bias tool for observational designs. Results: From 1600 records, 17 studies met inclusion criteria. Addiction psychiatry competencies spanned themes involving core knowledge development; attitudinal, communication and leadership skills; screening, assessment, diagnosis; management; and special populations. Examples of effective educational interventions to enhance addiction competency include specific modules for substance use disorders and integrated clinical rotations that simultaneously combine multiple types of skills. Lived experience improved trainee attitudes towards addiction psychiatry. Conclusions: While there is current evidence supporting strategies for developing competency in addiction psychiatry, the lack of studies measuring sustained competence over a longer-term follow-up period and the absence of randomized controlled trials limit the overall strength of evidence in this review. Current psychiatry entrustable professional activities (EPAs) involving addiction only partly overlap with curriculum training guidelines and studies identified in this review. These EPAs need to be better identified for training programs, competence in those EPAs better delineated for residents and preceptors, and evaluations should be done to ensure that adequate competence in addictions is attained and sustained.
format	article
author	Anees Bahji Joshua Smith Marlon Danilewitz David Crockford Nady el-Guebaly Heather Stuart
author_facet	Anees Bahji Joshua Smith Marlon Danilewitz David Crockford Nady el-Guebaly Heather Stuart
author_sort	Anees Bahji
title	Towards competency-based medical education in addictions psychiatry: a systematic review
title_short	Towards competency-based medical education in addictions psychiatry: a systematic review
title_full	Towards competency-based medical education in addictions psychiatry: a systematic review
title_fullStr	Towards competency-based medical education in addictions psychiatry: a systematic review
title_full_unstemmed	Towards competency-based medical education in addictions psychiatry: a systematic review
title_sort	towards competency-based medical education in addictions psychiatry: a systematic review
publisher	Canadian Medical Education Journal
publishDate	2021
url	https://doaj.org/article/d3926a86df0345968b718cb1a421b2e1
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Towards competency-based medical education in addictions psychiatry: a systematic review

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