The Future of Clinical Science Training

Abstract

Two clinical science training issues that are relevant to the Delaware Project on Clinical Science Training are addressed: (a) the value of problem-based learning for training clinical scientists and (b) the implications of the National Institute of Mental Health’s Research Domain Criteria (RDoC) project. Problem-based learning puts less emphasis on mastering procedures and applying existing solutions and more emphasis on learning how to identify problems and to design, implement, and assess solutions. This approach is illustrated using Berkeley’s specialty clinic training model. RDoC is described along with the ways that clinical science training would need to change to embrace associated opportunities and overcome potential obstacles. Common to both issues are (a) the value of problem-based pedagogical approaches that prepare students to be creators, discoverers, assessors, and disseminators; and (b) the importance of training students to play central and significant roles in future approaches to the assessment and treatment of mental illness.