Richard J Shaw1, Sandra Rackley2, Audrey Walker3, D Catherine Fuchs4, Amy Meadows5, Kristin Dalope6, Maryland Pao7. 1. Department of Psychiatry and Behavioral Medicine, Stanford University School of Medicine, Palo Alto, CA. Electronic address: rjshaw@stanford.edu. 2. Division of Child and Adolescent Psychiatry, Mayo Clinic, Rochester, MN. 3. Office of Residency Training in Psychiatry, Bronx, NY; Division of Child and Adolescent Psychiatry, Albert Einstein College of Medicine/Montefiore Medical Center, Bronx, NY. 4. Division of Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, Vanderbilt University Medical Center, Nashville, TN. 5. Departments of Psychiatry and Pediatrics, University of Kentucky College of Medicine, Lexington, KY. 6. Department of Psychiatry and Pediatrics, University of Pittsburgh Medical Center, Pittsburgh, PA. 7. Office of the Clinical Director, National Institute of Mental Health, Bethesda, MD.
Abstract
BACKGROUND: Learners developing competency-based skills, attitudes, and knowledge through the achievement of defined milestones is a core feature of competency-based medical education. In 2017, a special interest study group of the American Academy of Child and Adolescent Psychiatry convened a panel of specialists to describe pediatric consultation-liaison psychiatry (CLP) best educational practices during child and adolescent psychiatry fellowship. OBJECTIVE: The objective of this project was to develop a national consensus on pediatric CLP competencies to help guide training in this specialty. METHODS: An expert working group developed a list of candidate competences based on previously established educational outcomes for CLP (formerly Psychosomatic Medicine), child and adolescent psychiatry, and general psychiatry. A survey was distributed to members of the American Academy of Child and Adolescent Psychiatry Physically Ill Child Committee to determine child and adolescent psychiatry fellowship educational needs on pediatric CLP services and generate consensus regarding pediatric CLP competencies. RESULTS: Most survey respondents were supportive of the need for a national consensus on core competencies for pediatric CLP. Consensus from a panel of experts in the field of pediatric CLP generated a list of proposed core competencies that track the Accreditation Council for Graduate Medical Education's six core competencies. CONCLUSIONS: Consistent learning outcomes provide the foundation for further development of tools to support training in pediatric CLP. There is a need to develop further tools including outcome assessment instruments and self-directed learning materials that can be used to support lifelong learning.
BACKGROUND: Learners developing competency-based skills, attitudes, and knowledge through the achievement of defined milestones is a core feature of competency-based medical education. In 2017, a special interest study group of the American Academy of Child and Adolescent Psychiatry convened a panel of specialists to describe pediatric consultation-liaison psychiatry (CLP) best educational practices during child and adolescent psychiatry fellowship. OBJECTIVE: The objective of this project was to develop a national consensus on pediatric CLP competencies to help guide training in this specialty. METHODS: An expert working group developed a list of candidate competences based on previously established educational outcomes for CLP (formerly Psychosomatic Medicine), child and adolescent psychiatry, and general psychiatry. A survey was distributed to members of the American Academy of Child and Adolescent Psychiatry Physically Ill Child Committee to determine child and adolescent psychiatry fellowship educational needs on pediatric CLP services and generate consensus regarding pediatric CLP competencies. RESULTS: Most survey respondents were supportive of the need for a national consensus on core competencies for pediatric CLP. Consensus from a panel of experts in the field of pediatric CLP generated a list of proposed core competencies that track the Accreditation Council for Graduate Medical Education's six core competencies. CONCLUSIONS: Consistent learning outcomes provide the foundation for further development of tools to support training in pediatric CLP. There is a need to develop further tools including outcome assessment instruments and self-directed learning materials that can be used to support lifelong learning.
Authors: Linda L M Worley; James L Levenson; Theodore A Stern; Steven A Epstein; James R Rundell; Catherine C Crone; Thomas N Wise; Teresa A Rummans; Philip R Muskin; James A Bourgeois; Stephen M Saravay; Maryland Pao; Carol Alter; Maurice Steinberg; Lawson Wulsin; William Breitbart; Gregory L Fricchione; Robert Boland; Lucy A Epstein; Daniel Winstead; David F Gitlin Journal: Psychosomatics Date: 2009 Nov-Dec Impact factor: 2.386
Authors: D F Gitlin; B A Schindler; T A Stern; S A Epstein; R M Lamdan; T A McCarty; P V Nickell; R B Santulli; J L Shuster; V G Stiebel Journal: Psychosomatics Date: 1996 Jan-Feb Impact factor: 2.386