Patient Care
Outcome
By graduation, residents will demonstrate the knowledge, attitudes, and skills necessary
to provide patient care that is compassionate, appropriate, and effective for the
treatment of psychiatric problems and the promotion of mental health. Residents are
expected to exhibit progressive improvement in their level of knowledge and skill
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 provide patient care that is compassionate, appropriate, and effective
for the treatment of psychiatric problems and the promotion of mental health. Residents
are expected to acquire the theoretical and practical information necessary to assess,
treat and advocate effectively for youth and families. Patient care must include integration
of the relevant medical, psychiatric, and environmental factors.
Expectations
Residents must
- manage and make decisions to effectively provide clinical care for children, adolescents,
and families
- strive to prevent psychiatric problems or maintain mental health in the clinical care
of children, adolescents, and families and in the education of parents, other professionals,
and the community
- participate in liaison and multidisciplinary team activities during various rotations
to coordinate and facilitate the prevention and treatment of psychiatric disorders
in children and adolescents
Attitudes
Definition
Residents must consider the provision of optimal patient care a priority with an ongoing
commitment to acquiring and maintaining the necessary knowledge and skills
Expectations
Residents must exhibit consistent interest, enthusiasm, and motivation for learning
and practicing knowledge and skills in didactic and clinical situations
Skills
Definition
Residents must:
- maintain effective communication and caring, respectful behaviors with patients and
families
- gather essential and accurate information about patients and families
- make informed decisions about diagnostic and therapeutic interventions based on patient
information and preferences, up-to-date scientific evidence, and clinical judgment
- develop and carry out patient management plans
- counsel and educate patients and their families
- use information technology to support patient care decisions and patient education
- perform competently all essential medical and psychiatric practices for child/ adolescent
psychiatry
- provide health care services aimed at preventing psychiatric problems or maintaining
mental health - work with health care and mental health professionals to provide patient-focused
care
Expectations
Residents must demonstrate through
- the clinical care of children, adolescents, and families the abilities to
- employ an interpersonal approach which consistently emphasizes the importance of demonstrating
respect, caring, and clear communication
- gather essential, accurate, and complete information about patients and families
- make informed decisions about diagnostic and therapeutic interventions based on patient
information and preferences, up-to-date scientific evidence, and clinical judgment
- develop and carry out comprehensive patient treatment plans which include consideration
of the strengths and weaknesses of the youth, family, school, extracurricular activities,
other involved agencies and the need to educate all involved on the relevant psychiatric
and developmental issues
- use of information technology to support patient care decisions and patient education
- perform competently all medical and psychiatric practices considered essential for
child and adolescent psychiatry which include
- screening for medical problems/treatment and their impact on psychiatric disorders/
development
- conducting a comprehensive developmentally appropriate diagnostic assessment
- developing and implementing a comprehensive treatment plan
- performing a variety of therapeutic interventions/ techniques including
- Psychopharmacology/ Medication management
- Individual psychotherapy, brief and long-term
- Group psychotherapy
- Family psychotherapy
- Crisis intervention
- Psychodynamic psychotherapy
- Supportive psychotherapy
- Behavioral management
- Cognitive behavioral therapy
- Play therapy
- working as a consultant to other professionals and agencies working with youth and
families
- providing services aimed at preventing psychiatric problems or maintaining mental
health
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 Supervision
- Regular documentation of resident performance in areas relevant to patient care 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
- 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. deficits identified
through the supervisory process might be reassessed by subsequent supervisory reports
specifically targeted at assessing and remediation of the identified deficits; repeat
clinical examinations of “Mock” board type)
