Personal Therapy in Psychiatry Residency Training: A National Survey of Canadian Psychiatry Residents

2015 ◽  
Vol 40 (1) ◽  
pp. 30-37 ◽  
Author(s):  
George Hadjipavlou ◽  
Priyanka Halli ◽  
Carlos A. Sierra Hernandez ◽  
John S. Ogrodniczuk
2011 ◽  
Vol 3 (1) ◽  
pp. 21-25 ◽  
Author(s):  
Jeffrey I Bennett ◽  
Kristina Dzara ◽  
Mir Nadeem Mazhar ◽  
Aniruddh Behere

Abstract Background The Accreditation Council for Graduate Medical Education (ACGME) requirements stipulate that psychiatry residents need to be educated in the area of emergency psychiatry. Existing research investigating the current state of this training is limited, and no research to date has assessed whether the ACGME Residency Review Committee requirements for psychiatry residency training are followed by psychiatry residency training programs. Methods We administered, to chief resident attendees of a national leadership conference, a 24-item paper survey on the types and amount of emergency psychiatry training provided by their psychiatric residency training programs. Descriptive statistics were used in the analysis. Results Of 154 surveys distributed, 111 were returned (72% response rate). Nearly one-third of chief resident respondents indicated that more than 50% of their program's emergency psychiatry training was provided during on-call periods. A minority indicated that they were aware of the ACGME program requirements for emergency psychiatry training. While training in emergency psychiatry occurred in many programs through rotations—different from the on-call period—direct supervision was available during on-call training only about one-third of the time. Conclusions The findings suggest that about one-third of psychiatry residency training programs do not adhere to the ACGME standards for emergency psychiatry training. Enhanced knowledge of the ACGME requirements may enhance psychiatry residents' understanding on how their programs are fulfilling the need for more emergency psychiatry training. Alternative settings to the on-call period for emergency psychiatry training are more likely to provide for direct supervision.


2006 ◽  
Vol 30 (5) ◽  
pp. 372-378 ◽  
Author(s):  
J. J. Prochaska ◽  
S. C. Fromont ◽  
A. K. Louie ◽  
M. H. Jacobs ◽  
S. M. Hall

2007 ◽  
Vol 31 (4) ◽  
pp. 309-325 ◽  
Author(s):  
S. Zisook ◽  
R. Balon ◽  
K. S. Bjorksten ◽  
I. Everall ◽  
L. Dunn ◽  
...  

2019 ◽  
Vol 44 (3) ◽  
pp. 311-315
Author(s):  
Michel Medina ◽  
Daniel Lee ◽  
David Martinez Garza ◽  
Eric L. Goldwaser ◽  
Thanh Thuy Truong ◽  
...  

2019 ◽  
Vol 43 (2) ◽  
pp. 145-150 ◽  
Author(s):  
John Coverdale ◽  
Richard Balon ◽  
Eugene V. Beresin ◽  
Adam M. Brenner ◽  
Alan K. Louie ◽  
...  

2017 ◽  
Vol 41 (S1) ◽  
pp. s898-s898
Author(s):  
T. Tuvia ◽  
M. Kats ◽  
C. Aloezos ◽  
M. To ◽  
A. Ozdoba ◽  
...  

Since the implementation of the Clinical Learning Environment Review by the Accreditation Council for Graduate Medical Education, there has been an emphasis on training residents in health care quality as well as patient safety. As such, psychiatry residency training programs have had to incorporate quality improvement (QI) projects into their training. We developed a QI curriculum, which not only included resident and faculty participation, but also encouraged other staff in our department to focus on patient safety as well as improving their performance and the quality of care provided to the patients.In this poster, we present the development of our curriculum and will include a successful QI project to highlight this. This project focused on creating an algorithm to help assign patient risk level, which is based on evidence based risk factors. This project was created due to a survey conducted in our clinic which demonstrated that clinicians, and in residency training in particular, identifying and managing high risk patients can be anxiety provoking for trainees. We will present the specifics of this QI project, and additionally outline the steps that were taken to develop and integrate the QI project into clinical practice.Objectives(1) Learn how to successfully incorporate a QI project and curriculum into a psychiatry residency training program.(2) Understand both resident and faculty perspectives on what resources facilitated participation in QI.(3) Present the development of a quality improvement project focused on risk assessment of outpatient psychiatric patients.Disclosure of interestThe authors have not supplied their declaration of competing interest.


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