The Core Competencies of training are organized within the context of the six ACGME
core competencies. The means by which each competency is evaluated is listed along
with potentials for remediation should the need occur. Feedback is given regularly
by the training director as well as by all clinical supervisors based on personal
observation and/or faculty discussion.
Clinical Science (ACGME - Medical Knowledge)
Outcome
By graduation, residents will demonstrate an adequate base of knowledge in the areas
of clinical science relevant to the practice of child and adolescent psychiatry. Residents
are expected to exhibit progressive improvement in their level of knowledge throughout
their training. Methods of demonstration may include the care of patients/ families,
participation in didactics and clinical conferences, presentations, or exams. Knowledge
Definition Residents must have an adequate fund of information of the established
and evolving biomedical, clinical, epidemiological, and psychosocial sciences as related
to the understanding and appropriate practice of child and adolescent psychiatry Expectations
Residents will master the basic information integral to the basic academic and clinical
principles of child and adolescent psychiatry as taught in the didactic and clinical
curriculum and as augmented by self-directed learning. Suggested topics (not inclusive)
include:
Treatment Modalities (biological, psychological, and social)
Prevention
Consultation in clinical and community settings
Issues in practice not specified under other topics
Spiritual
Cultural
Ethics
Forensic/ Legal
Advocacy
Attitudes
Definition
Residents must approach clinical and didactic situations with analytic and investigatory
thinking.
Expectations
Residents must participate actively in
didactic offerings by being able to discuss cases and readings, effectively present
various topics in different forums, and make relevant comments during discussions
clinically based conferences, bringing to these conferences literature and knowledge
of the clinical sciences that are relevant to the clinical situation being discussed
clinical situations, bringing to patient care, consultation, & advocacy, a knowledge
of the clinical sciences that are relevant to the situation
Skills
Definition
Residents must know and apply the basic and clinical science knowledge relevant to
child and adolescent psychiatry in didactic sessions and clinical practice
Expectations
Residents must demonstrate through
the provision of care for children, adolescents, and families the ability to apply
this fund of knowledge effectively in clinical situations
attendance/ participation in didactics the abilities to learn and disseminate relevant
data and knowledge
Assessment/ Measurement
Objective Measures
Regular documentation by clinical and teaching faculty of participation in didactic
modules, case conferences, and other teaching sessions
Completion of CHILD PRITE annually with review of individual scores with the training
director
MCQ's during lecture
Supervision
Regular documentation of resident performance in areas relevant to clinical science
by supervising outpatient and on-rotation faculty
Clinical Skill Evaluation
Direct observation of the individual resident's clinical and didactic activities by
identified faculty
Observation and evaluation of videotaped patient interactions by supervisors and/
or teaching faculty on a regular basis
Annual clinical examination of “mock board” type
Biannual review of performance with training director
Independent Learning
Demonstration of self-initiated as well as directed study through leadership of discussions
in both didactic and clinical activities and through presentations to the residency
program in various formats (e.g. required papers; seminars; grand rounds; etc)
Deficiency Remediation
Regular review for each individual resident with the training director of the various
measures of performance and competence with the
identification of any specific deficits. Those performing below the 30th percentile
on Child Prite will participate in an individually defined performance enhancement
activity.
documentation of all identified areas requiring remediation or additional concentration
development of specific remediation plans based on the particular deficiencies identified
planning for further assessment with the outcome being determined by a method of assessment
similar to the one used to identify the original deficiency (e.g. relative deficits
identified on the CHILD PRITE might be subsequently reassessed by later performance
on the CHILD PRITE or another written examination; deficits identified through the
supervisory process might be reassessed by subsequent supervisory reports specifically
targeted at assessing and remediating the identified deficits; etc)
