Expanding the Frontiers of Distributed Medical Education (DME) in Psychiatry: Perspectives on Facilitators, Obstacles, and Influential Factors Affecting Psychiatrists' Willingness to Engage in Scholarly Activities

Abstract Background Distributed Medical Education (DME), a decentralized model focused on smaller cities and communities, has been implemented worldwide to bridge the gap in psychiatric education. However, successful implementation and expansion of DME requires a thorough understanding of enablers, barriers, and the factors influencing psychiatrists' participation in scholarly activities, with faculty engagement playing a crucial role. This study aims to explore the expansion of DME in psychiatry, specifically focusing on these aspects. Methodology : This cross-sectional study was conducted as part of an environmental scan of Dalhousie Faculty of Medicine’s DME programs in Nova Scotia and New Brunswick. Quantitative data was collected through online surveys administered to psychiatrists from eight administrative health zones in both provinces. The surveys gathered information on sociodemographic factors, practice-related characteristics, and medical education. Statistical analyses, including descriptive analysis, chi-square tests and logistic regression, were performed to identify associations and predictors. Results The study included 60 psychiatrists practicing in both provinces. The findings reveal a gender imbalance in the psychiatric workforce, with a majority of participants (40/58, 69%) being male. International medical graduates made significant contributions to the psychiatric workforce (39/60, 65%). A considerable number of psychiatrists (43/59, 72.9%) held academic appointments, reflecting a strong academic presence. General adult psychiatry emerged as the primary specialization (37/58, 63.8%), and just above a third reported practicing psychotherapy (22/58, 37.9%). Factors such as availability for formal training, holding academic appointments, and practicing psychotherapy influenced psychiatrists' willingness to engage in scholarly activities. Conclusion This study provides valuable insights into the profiles and perspectives of psychiatrists regarding e DME in the Maritimes Provinces. Implementing the recommendations stemming from this research has the potential to enhance medical education and optimize psychiatrists' engagement in scholarly activities, ultimately contributing to the development of a comprehensive and equitable mental health system.