title: How are the experiences and needs of families of individuals with mental illness reflected in medical education guidelines?
abstract: OBJECTIVE
  This descriptive study explored the extent that medical education curriculum guidelines contained content about the experiences and needs of family members of people with serious mental illness.
  
  
  METHODS
  Key family-focused-literature themes about the experiences and needs of families of individuals with mental illness were drawn from a review of over 6,000 sources in the mental health practice literature that were identified within a systematic search and thematic development process. The study identified the extent and nature of family-focused key literature themes as reflected in medical education curriculum guidelines for psychiatry and primary care practice specialties of family practice, internal medicine, and pediatrics. An iterative process was used to retrieve and analyze text data drawn from the curriculum guidelines of national accrediting organizations for undergraduate, graduate, and continuing medical education.
  
  
  RESULTS
  The key family-focused themes, as drawn from the mental health practice research literature, were: mental illness stigma; family caregiver burden; information exchange and referral; family stress, coping, and adaptation; family support; crisis response; and family psychoeducation. Two of these seven themes appeared in medical education curriculum guidelines: information exchange and caregiver burden. The most frequently appearing family-focused key literature theme was information exchange. Psychiatry and undergraduate medical education reflected the most family content.
  
  
  CONCLUSIONS
  It appears that medical education curriculum guidelines have insufficient content about families of people with mental illness. The educational experiences of psychiatrists and primary care physicians may not adequately prepare them for working with family members of their patients. It is recommended that medical education curriculum guidelines incorporate information about family stigma; family/caregiver burden; information exchange; family stress, coping, and adaptation; family support; crisis response; and multiple family group psychoeducation.
authors: School of Social Work, College of Social Science, Michigan State University, East Lansing, MI 48824, USA. riebsch1@msu.edu
authors: Joanne
authors: J
authors: Riebschleger
authors: Jeanette
authors: J
authors: Scheid
authors: Clare
authors: C
authors: Luz
authors: Maureen
authors: M
authors: Mickus
authors: Christine
authors: C
authors: Liszewski
authors: Monaca
authors: M
authors: Eaton
mesh_terms: D017028:Caregivers / Q000523:psychology*; D003419:Crisis Intervention / Q000193:education; D003479:Curriculum; D004502:Education, Medical, Continuing; D004503:Education, Medical, Graduate; D004504:Education, Medical, Undergraduate; D005194:Family Practice / Q000193:education; D005196:Family Therapy / Q000193:education*; D017408:Guidelines as Topic; D006301:Health Services Needs and Demand; D006801:Humans; D007388:Internal Medicine / Q000193:education; D007396:Internship and Residency; D001523:Mental Disorders / Q000523:psychology / Q000628:therapy*; D010372:Pediatrics / Q000193:education; D011368:Professional-Family Relations; D011570:Psychiatry / Q000193:education*