Education in forensic psychiatry.
OBJECTIVE
The present review focuses on the education needs and related pedagogical aspects of education in forensic psychiatry.


RESULTS
Physicians specializing in other fields generally deal with concepts that are thoroughly addressed in forensic psychiatry, such as the ability of patients to consent to treatment, confidentiality, victimization, and risk factors for auto and hetero-lesive behaviour. Present practices like the advance of e-health and patients' rights call for ethical and responsible attitudes. There are a variety of programs providing specific training for psychiatrists willing to work in the forensic area and renewed pedagogical trends are gradually being incorporated. Many articles point out the need to enforce the teaching of expert communication abilities while others warn of the poor economic incentive of forensic psychiatry as a career.


CONCLUSIONS
Forensic psychiatry teaching is undergoing a period of significant evolution and expansion. New didactic trends, specific pedagogical research and an increase in training needs in other fields of medicine are promising. It is important to ensure that the formal training provided in every country is comparable and that those who teach and learn this complex field are acknowledged.
Folino
Jorge Oscar
JO
School of Medicine, National University of La Plata, La Plata, Argentina bSchool of Medicine, University of Santander, Spain. folino@med.unlp.edu.ar
Pezzotti
Leddy Contreras
LC
D002321:Career Choice; D003142:Communication; D003479:Curriculum / Q000592:standards; D004503:Education, Medical, Graduate / Q000592:standards*; D005104:Expert Testimony / Q000592:standards; D005555:Forensic Psychiatry / Q000191:economics / Q000193:education*; D017408:Guidelines as Topic; D006801:Humans; D007396:Internship and Residency; D012456:Salaries and Fringe Benefits