Assessing competencies during education in psychiatry

Abstract

The utilization of competencies in medical education is relatively recent. In 1999 the United States Accreditation Council for Graduate Medical Education (ACGME) established six main competencies. Since then, the American Board of Psychiatry and Neurology have approved a specific list of competencies for their specialities in each of the ACGME's core competency areas. Assessment of competencies in both medical students and residents can be achieved through such methods as structured case discussion, direct observation, simulation, standardized patients, and 360-degree assessments, etc. Each assessment methodology has specific applications in the discipline of psychiatry. This paper reviews the different methods for assessing competencies with specific examples in psychiatric education. It is not intended as a comprehensive review of all assessment methods, but to provide examples and strategies to guide psychiatric educators in their practice. Students and residents were intentionally separated because there are differences in the teaching goals and objectives, and thus in the assessment purposes and design. Students are general, undifferentiated physicians-in-training who need to learn about psychiatric nosology, examinations, and treatment. Residents are mental health professionals who need more in-depth supervision in order to hone skills in all the specialized areas that arise in psychiatric practices, making supervision a vital part of residency programs.

Next generation phenotyping in Emanuel and Pallister‐Killian syndrome using computer‐aided facial dysmorphology analysis of 2D photos

“…6 It has been established that substantial parts of sSMC lead to Recently, a sixth syndrome was identified as der(13 or 21)t(13 or 21;18)syndrome. 7 Emanuel syndrome (ES) is caused by a balanced translocation of chromosomes 11 and 22 in one of the parents. As summarized in our previous work 6 : "This translocation, cytogenetically described as t(11;22)(q23;q11.2), is the most frequently occurring recurrent non- approaches to phenotyping of patients are needed, which became available now by so called Next Generation Phenotyping (NGP).…”

“…It has been established that substantial parts of sSMC lead to 5 major syndromes: isochromosome‐18p [OMIM‐614290], inverted‐duplication‐chromosome‐15‐ [OMIM‐608636], cat‐eye‐ [OMIM‐115470], Pallister‐Killian‐ [OMIM‐601803], and Emanuel syndrome also known as derivative‐chromosome‐22 syndrome [OMIM‐609029]. Recently, a sixth syndrome was identified as der(13 or 21)t(13 or 21;18)‐syndrome …”

Implementing a Paradigm Shift: Incorporating Pain Management Competencies into Pre-Licensure Curricula

“…Instructors must use other nontraditional methods to ensure accomplishment of these core competencies critical to an effective and comprehensive patient‐centered pain management plan. Simulation paired with visual layers of refinement and expression could provide such learning opportunities that may meet the goals of student learning or competency, and simulation can be arranged to provide for the assessment of competencies for pain medicine as it has done in other areas of conceptual medicine [46–49].…”