This July, the latest revision of the Accreditation Council for Graduate Medical Education Program Requirements for Residency Education in Psychiatry will take effect (1). The Residency Review Committee for Psychiatry has made a number of changes consistent with the competency model of graduate medical education, including recasting learning objectives in the form of the six core competencies and emphasizing the multifaceted evaluation of residents in terms of competency. Lim and Rohrbaugh (2) have argued that one of these changes, a reduction in the time requirements for inpatient psychiatry rotations, will be detrimental to residency education. In order to evaluate this argument, I propose that we answer these questions: What is the full range of changes psychiatry residencies will need to implement to stay in compliance with the Program Requirements? How do we prepare residents for the evolving nature of hospital-based psychiatry? How should residencies evaluate whether their inpatient clinical experiences are, in fact, meeting residents educational needs? Ultimately, I will argue that residencies should focus on the quality of inpatient experiences at least as much as the quantity. Program directors will note that significant changes to the Program Requirements have occurred, affecting clinical experiences, didactics, personnel, call, and
Quality and Quantity: Gauging the Effects of the New ACGME Program Requirements for Inpatient Psychiatric Education
Abstract
This July, the latest revision of the Accreditation Council for Graduate Medical Education Program Requirements for Residency Education in Psychiatry will take effect (1). The Residency Review Committee for Psychiatry has made a number of changes consistent with the competency model of graduate medical education, including recasting learning objectives in the form of the six core competencies and emphasizing the multifaceted evaluation of residents in terms of competency. Lim and Rohrbaugh (2) have argued that one of these changes, a reduction in the time requirements for inpatient psychiatry rotations, will be detrimental to residency education. In order to evaluate this argument, I propose that we answer these questions: What is the full range of changes psychiatry residencies will need to implement to stay in compliance with the Program Requirements? How do we prepare residents for the evolving nature of hospital-based psychiatry? How should residencies evaluate whether their inpatient clinical experiences are, in fact, meeting residents educational needs? Ultimately, I will argue that residencies should focus on the quality of inpatient experiences at least as much as the quantity. Program directors will note that significant changes to the Program Requirements have occurred, affecting clinical experiences, didactics, personnel, call, andPreview Only. This article cannot be rented because we do not currently have permission from the publisher.
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Quality and Quantity: Gauging the Effects of the New ACGME Program Requirements for Inpatient Psychiatric Education
Walaszek, Art
Follow Academic Psychiatry
, Volume 31 (4): 261
American Psychiatric Publishing, Inc (Journal) – Aug 1, 2007
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