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Competency milestone psychiatry

Andrea Stolar, Philip J Candilis, Richard L Frierson, Laura Edgar
OBJECTIVE: In 1999, the Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Medical Specialties identified six core competencies for medical practice. In 2013, the milestones were introduced to demonstrate these educational outcomes across each specialty. This study represents the first examination of the sub-specialty Forensic Psychiatry Milestones. METHODS: Members of the Association of Directors of Forensic Psychiatry Fellowships were surveyed...
July 6, 2017: Academic Psychiatry
Barbara W Kamholz, Amy E Lawrence, Gabrielle I Liverant, Shimrit K Black, Justin M Hill
OBJECTIVE: The goal of this project was to develop and evaluate a new residency training rotation focused on cognitive-behavioral therapies (CBT) and to assess outcomes across multiple domains. METHODS: Data are presented from 30 psychiatry residents. Primary learning-related outcomes included content knowledge, self-efficacy, and attitudes and behavioral intentions towards evidence-based psychotherapies (e.g., CBT). RESULTS: Residents reported significant increases in CBT knowledge, CBT-specific self-efficacy, overall psychotherapy self-efficacy, belief in patient benefit from CBT, and behavioral intention to use CBT...
June 6, 2017: Academic Psychiatry
Toni Johnson, Nadyah Janine John, Michael Lang, P G Shelton
The current terminology, goals, and general competency framework systematically utilized in the education of residents regardless of specialty is almost unrecognizable and quite foreign to those who trained before 2010. For example, the clinical and professional expectations for physicians-in-training have been placed onto a developmental framework of milestones. The expectations required during training have been expanded to include leadership and team participation skills, proficiency in the use of information technology, systems-based knowledge including respect of resources and cost of care, patient safety, quality improvement, population health and sensitivity to diversity for both individual and populations of patients...
June 2017: Psychiatric Quarterly
Auralyd Padilla, Sheldon Benjamin, Roberto Lewis-Fernandez
OBJECTIVE: Culturally appropriate tools for patient assessment are needed to train psychiatric residents. An objective structured clinical examination (OSCE) can be a helpful tool for evaluating trainees in the psychiatry milestones pertaining to cultural competency. METHODS: Seventeen psychiatry residents and fellows at the University of Massachusetts participated in two small-group OSCE exercises to learn cultural interviewing using the DSM-5 Cultural Formulation Interview...
August 2016: Academic Psychiatry
Brandon A Kohrt, Carla B Marienfeld, Catherine Panter-Brick, Alexander C Tsai, Milton L Wainberg
OBJECTIVE: In the field of global mental health, there is a need for identifying core values and competencies to guide training programs in professional practice as well as in academia. This paper presents the results of interdisciplinary discussions fostered during an annual meeting of the Society for the Study of Psychiatry and Culture to develop recommendations for value-driven innovation in global mental health training. METHODS: Participants (n = 48), who registered for a dedicated workshop on global mental health training advertised in conference proceedings, included both established faculty and current students engaged in learning, practice, and research...
August 2016: Academic Psychiatry
Dorthea Juul, Beth Ann Brooks, Ralph Jozefowicz, Michael Jibson, Larry Faulkner
BACKGROUND: A few years ago, when the American Board of Psychiatry and Neurology decided to phase out the patient-based oral examinations in its 3 primary specialties, requirements for assessing clinical skills during residency training were instituted. OBJECTIVE: The purpose of this report is to describe the experiences of training program directors and graduates with these new credentialing requirements (labeled CSEs) as well as other effects on the specialties...
March 2015: Journal of Graduate Medical Education
James L Griffith, Brandon A Kohrt
Psychiatric education is confronted with three barriers to managing stigma associated with mental health treatment. First, there are limited evidence-based practices for stigma reduction, and interventions to deal with stigma against mental health care providers are especially lacking. Second, there is a scarcity of training models for mental health professionals on how to reduce stigma in clinical services. Third, there is a lack of conceptual models for neuroscience approaches to stigma reduction, which are a requirement for high-tier competency in the ACGME Milestones for Psychiatry...
April 2016: Academic Psychiatry
Ronald J Gurrera, Rodney Dismukes, Matthew Edwards, Usama Feroze, Firas Nakshabandi, Gen Tanaka, Michael Tang
OBJECTIVE: The aim of this study is to describe a successful and exportable training module that addresses Next Accreditation System (NAS) behavioral milestones for leadership competencies. METHODS: A novel leadership training module, which required the creation of original business plans by teams of residents, was incorporated into a psychiatry PGY-2 training curriculum. RESULTS: In the creation and presentation of their business plans, the residents demonstrated competencies in the NAS functional domains of interpersonal and communication skills, professionalism, practice-based learning and improvement, and systems-based practice...
December 2014: Academic Psychiatry
Robert Englander, Carol Carraccio
Entrustable professional activities (EPAs) are gaining traction across the globe as a practical way to teach and assess competencies in the clinical setting. Full-scale implementation, though, has only taken place in obstetrics-gynecology in the Netherlands and in psychiatry in Australia and New Zealand. As with any conceptual framework, implementation in different contexts will require adaptations. For example, implementation in the United States will need to incorporate the Accreditation Council for Graduate Medical Education's competencies and the recently completed milestones for each of the specialties...
October 2014: Academic Medicine: Journal of the Association of American Medical Colleges
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