The Media Column includes original papers regarding the relationship between media and psychiatry and, more generally, the health professions at large. Papers focus on media in psychiatric education, the impact of media on mental health and illness, how mental illness and psychiatry are portrayed in media, and how media may be used for public education, among other topics. These papers are encouraged to be evidence-based, educational, creative, innovative, or exploratory. Queries about this column may be addressed to Deputy Editor Eugene Beresin (email@example.com) and/or Media Column Associate Editor Steven Schlozman (firstname.lastname@example.org).
The “Down to Earth” Academic Skills Column offers authors an opportunity to provide practical, useful knowledge for our readers who are approaching the many tasks related to psychiatric education and research, or more generally, academic behavioral health or the health professions. These pieces are meant to be user-friendly. As such, they often provide "tips," use tables and figures, and summarize processes in a step-by-step fashion. They usually do not follow the typical IMRAD format; rather, they clearly and comprehensively outline or highlight topics that are of particular salience to our readership.
Occasionally the journal may consider a Book Review directly from our readership; please contact the editorial office to check whether a topic is of interest and fits our mission. Queries may be addressed to Deputy Editor Richard Balon (email@example.com).
Manuscripts in the Educational Resource Column fall under the six themes of learning, learning assessment, teaching/mentoring, curriculum design, educational leadership/faculty development, and educational research. Articles encourage interdisciplinary sharing, for example, bringing more literature and authors from education, psychology, and business into academic psychiatry. Articles focus on topics with an associated evidence base (or emerging evidence base). The series allows for mixed research methods (quantitative and qualitative). Articles should add features to assist application of the information to academic settings, including, but not limited to, annotation of key references (e.g., top five), providing a short recommended reading list for novice educators, addition of a text box outlining practical tips/example or a case report/study. Queries about this column may be addressed to Deputy Editor Alan Louie (firstname.lastname@example.org).
The Educational Case Report Column includes papers that are practical in nature and might analyze, whether descriptively or ethnographically, how a particular teaching practice was applied in a specific setting. Examples of topics include the unexpected and subtle discoveries made during the development of an innovative teaching method, repetitive attempts to reform a curriculum, or the launching of a new course. The editorial process will take into account that case reports in education tend to be naturalistic and relatively lacking in empirical data and that they are valuable as qualitative and descriptive pieces. Such articles might serve as precursors to more robust empirical studies. Queries about this column may be addressed to Associate Editor Glendon Tait (email@example.com)
The Missions feature highlights articles about the journal’s five-fold mission. The five missions encompass (1) Academic Leadership and Administration; (2) Innovative Education; (3) Academic Professional Development; (4) Professionalism and Ethics; and (5) Health and Well-Being, across psychiatry, behavioral sciences, and the health professions at large. These papers are encouraged to be evidence-based, educational, creative, innovative, or exploratory.
Letters to the Editor: Submissions to the editor should be responses to specific articles published in the journal or thought pieces that raise an issue to which the editor and/or editorial board may respond. Queries about letters may be addressed to Associate Editor Michelle Goldsmith (firstname.lastname@example.org).
Poetry and Other Creative Works, including Black and White Art: The journal encourages creative works of self-expression by trainees, clinicians, educators, researchers, administrators, or retirees. Original art pieces may be considered if they pertain to and advance our journal’s mission. Art pieces must be black and white only and should be submitted via email (and NOT via Editorial Manager) to the editorial office at AcadPsych@gmail.com. All artwork submissions are subject to the Editor-in-Chief’s approval to appear in the Journal.
The journal welcomes expressions from a particular point of view in academic psychiatry. Trainees, teachers, and leaders in the health professions are encouraged to submit Perspectives.
The journal will consider Position Statements/Task Force Reports that are comprehensive descriptions of policies and recommendations from key organizations in academic psychiatry.
Annotated Bibliographies present a summary of resources compiled on a topic specific to the scope and mission of Academic Psychiatry. Annotated bibliographies should support our readers in their academic development, teaching efforts, or development of leadership skills, for example, supporting material for designing a course on ethics for child and adolescent psychiatry fellows, programs on leadership in the health sciences, or promotion of well-being among clinicians. The annotations should provide the reader with a summary and an evaluation of the source. Each concise annotation should capture the source’s central idea and the content that can be found.