Obsessive-Compulsive Disorder: A Medical School Curriculum and Textbook Review
OBJECTIVES We conducted a curriculum review of Canadian undergraduate medical programs to identify why aggressive obsessions (among those with obsessive-compulsive disorder [OCD]) are so often misidentified by primary care physicians and professional students. METHODS This study involved standardize...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2024-03-01
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| Series: | Journal of Medical Education and Curricular Development |
| Online Access: | https://doi.org/10.1177/23821205241242262 |
| _version_ | 1797242580679786496 |
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| author | Chelsea A. Lahey Emily J. Fawcett Noah Pevie Rowan B. Seim Jonathan M. Fawcett |
| author_facet | Chelsea A. Lahey Emily J. Fawcett Noah Pevie Rowan B. Seim Jonathan M. Fawcett |
| author_sort | Chelsea A. Lahey |
| collection | DOAJ |
| description | OBJECTIVES We conducted a curriculum review of Canadian undergraduate medical programs to identify why aggressive obsessions (among those with obsessive-compulsive disorder [OCD]) are so often misidentified by primary care physicians and professional students. METHODS This study involved standardized interviews with representatives from Canadian medical schools regarding the content, time, and teaching styles used to deliver curricula related to OCD. Further, we utilized a set of standardized criteria to assess the OCD content of recommended textbooks from these schools. RESULTS Canadian medical curricula failed to provide a comprehensive picture of OCD. One-third of medical programs did not provide an example of aggressive obsessions to students, with textbook case examples centered heavily (70%) on contamination or symmetry. Only 25% of programs (and 60% of textbooks) discussed the composition of the Unacceptable Thought Domain to include aggressive, sexual, and religious obsessions. Finally, over half of medical programs failed to indicate that aggressive obsessions are ego-dystonic and do not lead people to harm themselves or others. CONCLUSION A series of recommendations are provided for medical schools intended to improve the comprehensiveness of OCD-related training. |
| first_indexed | 2024-04-24T18:41:29Z |
| format | Article |
| id | doaj.art-e4e1c156210945f99c2fe2d93b4ec00d |
| institution | Directory Open Access Journal |
| issn | 2382-1205 |
| language | English |
| last_indexed | 2024-04-24T18:41:29Z |
| publishDate | 2024-03-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | Journal of Medical Education and Curricular Development |
| spelling | doaj.art-e4e1c156210945f99c2fe2d93b4ec00d2024-03-27T13:03:23ZengSAGE PublishingJournal of Medical Education and Curricular Development2382-12052024-03-011110.1177/23821205241242262Obsessive-Compulsive Disorder: A Medical School Curriculum and Textbook ReviewChelsea A. LaheyEmily J. FawcettNoah PevieRowan B. SeimJonathan M. FawcettOBJECTIVES We conducted a curriculum review of Canadian undergraduate medical programs to identify why aggressive obsessions (among those with obsessive-compulsive disorder [OCD]) are so often misidentified by primary care physicians and professional students. METHODS This study involved standardized interviews with representatives from Canadian medical schools regarding the content, time, and teaching styles used to deliver curricula related to OCD. Further, we utilized a set of standardized criteria to assess the OCD content of recommended textbooks from these schools. RESULTS Canadian medical curricula failed to provide a comprehensive picture of OCD. One-third of medical programs did not provide an example of aggressive obsessions to students, with textbook case examples centered heavily (70%) on contamination or symmetry. Only 25% of programs (and 60% of textbooks) discussed the composition of the Unacceptable Thought Domain to include aggressive, sexual, and religious obsessions. Finally, over half of medical programs failed to indicate that aggressive obsessions are ego-dystonic and do not lead people to harm themselves or others. CONCLUSION A series of recommendations are provided for medical schools intended to improve the comprehensiveness of OCD-related training.https://doi.org/10.1177/23821205241242262 |
| spellingShingle | Chelsea A. Lahey Emily J. Fawcett Noah Pevie Rowan B. Seim Jonathan M. Fawcett Obsessive-Compulsive Disorder: A Medical School Curriculum and Textbook Review Journal of Medical Education and Curricular Development |
| title | Obsessive-Compulsive Disorder: A Medical School Curriculum and Textbook Review |
| title_full | Obsessive-Compulsive Disorder: A Medical School Curriculum and Textbook Review |
| title_fullStr | Obsessive-Compulsive Disorder: A Medical School Curriculum and Textbook Review |
| title_full_unstemmed | Obsessive-Compulsive Disorder: A Medical School Curriculum and Textbook Review |
| title_short | Obsessive-Compulsive Disorder: A Medical School Curriculum and Textbook Review |
| title_sort | obsessive compulsive disorder a medical school curriculum and textbook review |
| url | https://doi.org/10.1177/23821205241242262 |
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