Entrustable Professional Activities: Enhancing Meaningful Use of Evaluations and Milestones in a Psychiatry Residency Program

2016 ◽  
Vol 40 (5) ◽  
pp. 850-854 ◽  
Author(s):  
Andrea Weiss ◽  
Ana Ozdoba ◽  
Vanessa Carroll ◽  
Felicia DeJesus
Keyword(s):  
Residency Program ◽  
Psychiatry Residency ◽  
Meaningful Use ◽  
Entrustable Professional Activities ◽  
Psychiatry Residency Program ◽  
Professional Activities

A Winning Case? Assessing the Effectiveness of a Mock Trial in a General Psychiatry Residency Program

2019 ◽  
Vol 43 (5) ◽  
pp. 538-541
Author(s):  
Sarah E. Baker ◽  
Kehinde Ogundipe ◽  
Christopher Sterwald ◽  
Erin A. Van Enkevort ◽  
Adam Brenner
Keyword(s):  
Residency Program ◽  
Psychiatry Residency ◽  
Psychiatry Residency Program ◽  
General Psychiatry ◽  
Mock Trial

scholarly journals A Didactic and Experiential Quality Improvement Curriculum for Psychiatry Residents

2011 ◽  
Vol 3 (4) ◽  
pp. 562-565 ◽  
Author(s):  
Claudia L. Reardon ◽  
Greg Ogrinc ◽  
Art Walaszek
Keyword(s):  
Quality Improvement ◽  
Residency Program ◽  
Psychiatry Residency ◽  
Control Group ◽  
Psychiatry Residency Program ◽  
Knowledge Application ◽  
Qualitative And Quantitative ◽  
Protected Time ◽  
Seminar Series ◽  
Experiential Quality

Abstract Background Quality improvement (QI) education in residency training is important and necessary for accreditation. Although the literature on this topic has been growing, some specialties, in particular psychiatry, have been underrepresented. Methods We developed a didactic and experiential QI curriculum within a US psychiatry residency program that included a seminar series and development of QI projects. Evaluation included resident knowledge using the Quality Improvement Knowledge Application Tool, implementation of resident QI projects, and qualitative and quantitative satisfaction with the curriculum. Results Our curriculum significantly improved QI knowledge in 2 cohorts of residents (N  =  16) as measured by the Quality Improvement Knowledge Application Tool. All resident QI projects (100%) in the first cohort were implemented. Residents and faculty reported satisfaction with the curriculum. Conclusions Our curriculum incorporated QI education through didactic and experiential learning in a moderately sized US psychiatry residency program. Important factors included a longitudinal experience with protected time for residents to develop QI projects and a process for developing faculty competence in QI. Further studies should use a control group of residents and examine interprofessional QI curricula.

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