scholarly journals Building for the future: the creation of a residency training track to foster innovation through clinical informatics in psychiatry

2020 ◽  
Vol 27 (11) ◽  
pp. 1747-1751
Author(s):  
Evan Vitiello ◽  
Michael Kane ◽  
Alissa Hutto ◽  
Austin Hall
Keyword(s):  
North Carolina ◽  
Training Program ◽  
Residency Training ◽  
Psychiatry Residency ◽  
Residency Training Program ◽  
Clinical Informatics ◽  
Psychiatry Residency Training ◽  
North Carolina Department ◽  
Resident Physicians ◽  
The University

Abstract Early clinical informatics (CI) education provides an introduction to CI methodologies for resident physicians to apply within their boarded specialties. A specialty notably absent from the effort to train residents in CI is psychiatry. We present a novel means of integrating CI exposure into a structured educational track within a psychiatry residency training program. The clinical informatics track at the University of North Carolina Department of Psychiatry is a 3-year, longitudinal experience open to residents starting in postgraduate year 2. To our knowledge, this is the first track of its kind within a psychiatry residency training program.

scholarly journals The conceptualisation of educational supervision in a National Psychiatry Residency Training Program

2022 ◽  
Vol 7 (1) ◽  
pp. 66-75
Author(s):  
Lay Ling Tan ◽  
Pim W. Teunissen ◽  
Wee Shiong Lim ◽  
Vanessa Wai Ling Mok ◽  
Hwa Ling Yap
Keyword(s):  
Identity Development ◽  
Training Program ◽  
Residency Training ◽  
Psychiatry Residency ◽  
Residency Training Program ◽  
Structured Interview ◽  
Research Approach ◽  
Training Methods ◽  
Psychiatry Residency Training ◽  
Educational Supervision

Introduction: Development of expertise and counselling skills in psychiatry can be mastered only with effective supervision and mentoring. The conceptualisations of educational supervision amongst supervisors and residents were explored in this study to understand how supervisory roles may have been affected by the adoption of competency-based psychiatry residency training. Methods: A qualitative research approach with thematic analysis was adopted. Individual in-depth interviews using a semi-structured interview guide with a purposive sample of six supervisors and six newly graduated residents were conducted. Transcripts of the interview were analysed and coded using the Atlas Ti software. Results: Four major themes emerged from analysis of the transcripts: (1) Meaning and definition of supervision; (2) Expectations and responsibilities of the educational supervisor; (3) Elusiveness of mentoring elements in educational supervision and (4) Personal and professional development of residents in supervision. Supervisors and residents perceived educational supervision narrowly to be transactional with acquisition of knowledge and skills, but residents yearned for more relational interactions. Conclusion: This study showed that the roles and functions of supervisors in educational supervision were unclear. It also highlighted the lack of a mentoring orientation in supervision in the psychiatry residency training program. An emphasis on assessment of competencies might have contributed to tension in the supervisory relationship and lack of a mentoring role, with concerns on residents’ personal and professional identity development in their psychiatry training.

scholarly journals Designing and Implementing a Competency-Based Training Program for Anesthesiology Residents at the University of Ottawa

2015 ◽  
Vol 2015 ◽  
pp. 1-7 ◽  
Author(s):  
Emma J. Stodel ◽  
Anna Wyand ◽  
Simone Crooks ◽  
Stéphane Moffett ◽  
Michelle Chiu ◽  
...  
Keyword(s):  
Medical Education ◽  
Training Program ◽  
Residency Training ◽  
Residency Training Program ◽  
Neck Surgery ◽  
Current Time ◽  
Competency Based Medical Education ◽  
Competency Based ◽  
Specialty Practice ◽  
The University

Competency-based medical education is gaining traction as a solution to address the challenges associated with the current time-based models of physician training. Competency-based medical education is an outcomes-based approach that involves identifying the abilities required of physicians and then designing the curriculum to support the achievement and assessment of these competencies. This paradigm defies the assumption that competence is achieved based on time spent on rotations and instead requires residents to demonstrate competence. The Royal College of Physicians and Surgeons of Canada (RCPSC) has launched Competence by Design (CBD), a competency-based approach for residency training and specialty practice. The first residents to be trained within this model will be those in medical oncology and otolaryngology-head and neck surgery in July, 2016. However, with approval from the RCPSC, the Department of Anesthesiology, University of Ottawa, launched an innovative competency-based residency training program July 1, 2015. The purpose of this paper is to provide an overview of the program and offer a blueprint for other programs planning similar curricular reform. The program is structured according to the RCPSC CBD stages and addresses all CanMEDS roles. While our program retains some aspects of the traditional design, we have made many transformational changes.

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