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Mentorship of Clinical-Track Junior Faculty: Impact of a Facilitated Peer-Mentoring Program to Promote Scholarly Productivity

a specific course in nearly half of the responding training programs. Specific BPD courses entail a considerably higher number of hours than when BPD is presented within other didactic courses. DBT was the most prominentlytaught treatment technique, likely because of its longstanding presence in the literature. Challenges in teaching BPD were reported infrequently. BPD was taught in an individualized course context at a similar level as bipolar disorder, despite differences in prevalence rates.Overall, didactic training in BPD appeared to be present in all of the responding programs, in one format or another, but its overall presence may be insufficient, given BPD’s prevalence rate. Our study has potential limitations. First, all data were self-report in nature and may reflect recollection bias. Second, because of anonymity, we cannot determine how representative our sample is in relation to the non-responding programs. Third, although respectable for mailed surveys, the response rate was only 43.7%. Fourth, non-responders may not have participated because of a lack of programming in BPD, thereby affecting results. Fifth, course material on BPD may have been present in other types of courses not mentioned, such as a course on DBT. Last, the presence of instruction about BPD cannot be equated with trainee competence to treat this often-challenging disorder. Despite these potential limitations, this is the first study, to our knowledge, to examine the didactic presence of BPD in psychiatric training curriculums. Is it really sufficient?