Medical–psychiatry units (MPUs) function as specialized inpatient units for patients with general medical and psychiatric comorbidity. Owing to the comprehensive interdisciplinary services typically offered and the complex patient population, MPUs offer unique opportunities for medical education. This study aims to assess how MPUs enhance medical education by surveying medical professionals familiar with MPUs at different institutions while also examining barriers to and recommendations for starting new MPUs.
A cross-sectional, anonymous, electronic survey was distributed via snowball sampling to a listserv of health-care professionals interested in MPUs, which later became the MPU Consortium.
Of the 50 respondents, 21 work in an MPU, 14 are trying to start an MPU and 15 are not trying to start an MPU. Respondents included attending physicians, residents, social workers and nursing staff. A total of 33% of those with an existing MPU listed improved medical education as a factor when starting their unit versus 50% of those currently starting an MPU. Many respondents pointed out how categorical residents benefit from rotating on MPUs through exposure to another specialty, helping them learn an integrated approach. Four key recommendations emerged for those starting new MPUs to: (Wittink et al., 2023) license the unit as a medical unit; (Brown et al., 2010) present qualitative data metrics; (Crump et al., 2013) have specially trained nursing staff; and (Saha et al., 2007) advocate for your unit as a mechanism to handle complex patients.
MPU-affiliated medical professionals agree that MPUs enhance medical education. Improving medical education should be one argument in favor of starting new MPUs, which may expose trainees to a unique learning experience.
To the best of the authors’ knowledge, this is the first paper to examine the educational benefits of MPUs across disciplines and institutions.
