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Psychotherapy Education in Psychiatry Residency Training,or psychiatry residency programs in the United States to demonstrate that their graduates are competent to provide psychotherapy. This chapter outlines the history of psychotherapy training in US psychiatry residency programs, reviews training requirements, and discusses approaches for building a co

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Teaching and Evaluating Professionalism,onceptual frameworks such as the Professional Identity Formation model (Boudreau et al., Acad, Med., 90:718–725, 2015) may be used during psychiatric residency education. Professionalism teaching content includes principles from these models as well as codes of ethics and legal requirements. These a

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Interprofessional Education and Teamwork,ulty members, and others across many different professions. Interprofessional education and teams require shared or common goals, education/training, experience, feedback over time, and processes for improvement. The interprofessional team – sometimes known as a multidisciplinary team – plays a key

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Building a System of Competency-Based Assessment,ormative assessment (assessment for learning). (2) Enable robust and trustworthy high stakes decision-making (e.g., promotion or selection) through summative assessment (assessment of learning). (3) Support ongoing improvements in the curriculum. As such, the CBA system must promote both self-regula

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Managing Resident and Faculty Performance Issues,ram director. The process of collecting and sharing feedback, maintaining documentation, assessment, and timely intervention is paramount to supporting positive outcomes. Although the approach for addressing resident and faculty issues overlap significantly, each situation also has its unique set of

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