The role of current literature in psychiatric residency education

Abstract

Residents in 18 academic psychiatry residency programs were surveyed to assess the role of reading the current literature in residency education. Results are reported for 277 residents, a 39% response rate. Time spent on independent reading, use of the medical library, and use of computer searches of medical databases all reflected a relatively low level of autonomous educational activity. Reference to current literature was not an integral part of the educational climate of the residency programs surveyed. The implications of the findings, both for psychiatry residency education and for continuing medical education, are discussed.