Promoting mental health competency in residency training

Abstract Objective To evaluate the effect our developmental–behavioral pediatrics (DBP) curricular model had on residents’ comfort with handling mental health issues. Methods From August 2007 to January 2010, residents participating in the Indiana University DBP rotation completed a self-assessment questionnaire at baseline and at rotation end. Residents rated their comfort with the identification, treatment, and counseling of mental health problems using a 5-point scale. Results Ninety-four residents completed both self-assessments. At baseline, categorical pediatric residents possessed higher comfort levels toward identification (mean 2.8 vs. 2.3 for non-categorical pediatrics residents, p < 0.05), treatment (2.6 vs. 2.2, p < 0.05) and counseling of mental health issues (2.7 vs. 2.1, p < 0.005). Residents who were parents were also more comfortable. At rotation end, all residents showed significant improvements in self-rated comfort (4.0 vs. 2.6 for identification, p ≤ 0.05; 4.0 vs. 2.4 for treatment, p ≤ 0.05; and 4.0 vs. 2.4 for counseling, p ≤ 0.05). This remained true regardless of being a categorical pediatric resident, a parent, or primary care-oriented. Conclusion Our curricular model promotes residents’ comfort with handling common mental health issues in practice. Practice implications Increasing residents’ comfort may influence the frequency of active discussion of mental health issues during well-child visits and lead to earlier diagnosis and needed treatment.