Elizabeth A Gottschlich, Tylar W Kist, Hilary M Haftel
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引用次数: 0
Abstract
Objectives: Examine graduating pediatric residents' preparedness to provide mental health care and examine program characteristics and mental health training experiences associated with such preparedness.
Methods: National random sample of 1,000 US pediatric residency graduates from the 2022 AAP Annual Survey of Graduating Residents; 428/991 (43.2%) responded. Residents rated how well their program prepared them (5-point scale, "poor" to "excellent") to care for children and adolescents with mental and behavioral health needs overall and eight specific problems. Respondents provided residency program characteristics and indicated whether their continuity clinic had an on-site mental health professional and if they completed a psychiatry rotation. Multivariable logistic regression examined program characteristics and mental health training experiences associated with reported preparedness ("excellent" or "very good") to care for patients with mental health needs overall.
Results: More than half of residents (51.4%) reported feeling prepared to care for mental health needs overall. Six in ten felt prepared to care for patients with suicidal ideation or behavior (64.8%), low mood or depression (64.1%), inattention and impulsivity (59.0%), anxiety (57.2%), and signs of eating disorders (56.9%). Fewer felt prepared to address disruptive behavior and aggression (37.9%) and substance use (34.0%). Sixty-one percent had an on-site mental health professional; one-third completed a psychiatry rotation. Those who had both of these training experiences were most likely to report feeling prepared.
Conclusion: Gaps remain in residents' preparedness to provide mental health care, particularly around substance use and disruptive behavior and aggression.
期刊介绍：
Academic Pediatrics, the official journal of the Academic Pediatric Association, is a peer-reviewed publication whose purpose is to strengthen the research and educational base of academic general pediatrics. The journal provides leadership in pediatric education, research, patient care and advocacy. Content areas include pediatric education, emergency medicine, injury, abuse, behavioral pediatrics, holistic medicine, child health services and health policy,and the environment. The journal provides an active forum for the presentation of pediatric educational research in diverse settings, involving medical students, residents, fellows, and practicing professionals. The journal also emphasizes important research relating to the quality of child health care, health care policy, and the organization of child health services. It also includes systematic reviews of primary care interventions and important methodologic papers to aid research in child health and education.
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