Core Competencies

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:

  • Development
  • Biological and Clinical Sciences
  • Psychopathology/Classification/ Differential Diagnosis
  • Assessment Procedures
  • 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)