The Implications of Core Competencies for Psychiatric Education and Practice in the US

Abstract

Physician competence is a universal concern, one that Canada and the US have addressed in differing, but also in similar, ways. Focusing on the roles physicians play, the Royal College of Physicians and Surgeons of Canada (RCPSC) has implemented a uniform procedure for developing and assessing competencies. The US does not have a parallel body but has instead different organizations responsible for different phases of medical education from residency through practice. These groups are working with 6 categories of core competencies to be used for assessment purposes. The categories are patient care, medical knowledge, interpersonal and communication skills, practice-based learning and improvement, professionalism, and systems-based practice. This article presents the US core competencies for psychiatric practice as they are currently being implemented through the American Board of Psychiatry and Neurology, Inc.

Reprint of: Psychosomatic medicine and consultation-liaison psychiatry: Scope of practice, processes, and competencies for psychiatrists working in the field of CL psychiatry or psychosomatics. A consensus statement of the European Association of Consultation-Liaison Psychiatry and Psychosomatics (EACLPP) and the Academy of Psychosomatic Medicine (APM)

“…Resources used for delineation of specific competencies and skills in this section include the core competencies for fellowship training in PM as formulated by the Council on PM of the American Psychiatric Association (APA), the American Board of Psychiatry and Neurology (ABPN) Psychosomatic Committee and the APM; [1] the core competencies of physicians completing combined psychiatric and other primary or specialty care training programs as formulated by the American Board of Internal Medicine, the American Board of Family Medicine, the America Board of Psychiatry and Neurology, and the American Board of Pediatrics; the core competencies of psychiatric education as formulated by Scheiber et al (2003); [10] the competencies formulated by the section of General Hospital Psychiatry of the Netherlands Psychiatric Association; [4] and the report of an EACLPP workgroup on training guidelines in CL psychiatry [11].…”

Communication in Cognitive Behavioral Therapy

“…A growing body of evidence supports the importance of health provider-patient communication in the interview and its role on both biomedical and psychological outcomes of care. The need to improve the doctor-patient communication has been widely recognized also for psychiatric patients, and communication skills have been proposed as "core skills" in the curriculum of psychiatrists (Scheiber et al 2003;Walton and Gelder 1999). Studies on communication skills in psychiatry have remained rare despite the observations that psychiatrists needed training in interviewing skills (Maguire 1982;Goldberg et al 1984;McCready and Waring 1986;.…”

Tradução e adaptação de questionários norte-americanos para a avaliação de habilidades e conhecimentos na prática psiquiátrica brasileira

“…Nos Estados Unidos e Canadá, as competências necessárias para a educação e a prática psiquiátricas, exigidas para fins avaliatórios desde a residência psiquiátrica até a educação médica continuada, têm merecido destaque. Algumas categorias nesse processo de avaliação são consideradas essenciais, como atendimento ao paciente, conhecimento médico, habilidades interpessoais e comunicativas, aprendizagem e aperfeiçoamento baseados na prática, profissionalismo e prática baseada em sistemas [28][29][30] . A necessidade de estudos nacionais abrangentes sobre competências essenciais à prática psiquiátrica 31 dirigiu os esforços empreendidos no presente estudo para a tradução e adaptação de questionários norteamericanos 32 destinados a avaliar habilidades e conhecimentos necessários à prática psiquiátrica.…”