Advancing neuroscience education in psychiatry residency: A survey of current attitudes, trends, and challenges

Abstract

Objective

This study assesses the current state of neuroscience education in psychiatry residency programs, focusing on attitudes, emerging trends, and perceived barriers to effective training by multiple stakeholders.

Methods

An online survey was distributed to psychiatry residency programs in the U.S., targeting department chairs, faculty, program directors, practicing psychiatrists, and trainees. The survey included questions on training experiences, preferred teaching methods, and perceived challenges. Descriptive statistics were used to analyze responses.

Results

A total of 106 responses were collected from 26 U.S. states. 52.8 % of respondents received neuroscience training throughout all four years of residency. 74.5 % reported receiving two months of neurology rotations but a higher proportion of respondents shared preference for longer neurology rotation training. Key barriers to effective neuroscience education included insufficient faculty expertise, inadequate curricula, and limited faculty interest. Respondents favored teaching methods such as clinical case applications, neuroimaging, and research integration. Nearly all participants agreed that stronger neuroscience education improves patient care and helps reduce stigma toward psychiatric disorders.

Conclusion

The study builds upon prior surveys in neuroscience education in psychiatry residency training, while focusing on most recent trends and attitudes. Findings highlight the need for longitudinal and clinically relevant neuroscience training in psychiatry residencies, as well as areas of knowledge gaps including neuromodulation and neuroimaging. Findings also highlight the need to improve curriculum design and integration.