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A resident may enter a combined residency at the R-2 level only if the first residency year was served in a categorical residency in pediatrics. Residents may not enter a combined residency from a pediatric residency or transfer between combined residencies without prospective approval by both Boards. Training in each discipline must incorporate progressive responsibility for patient care, as well as supervision and teaching of medical students and junior residents throughout the training period.
The combined residency must be coordinated by a full-time designated director or by co-directors who devote sufficient time and effort to the educational program. An overall residency director may be appointed from any of the three specialties. The directors must embrace similar values and goals for their residency. If a single residency director is appointed, an associate director from the other specialties must be named to ensure both integration of the residency and supervision in each discipline.
These associate directors may be the training directors for the specialties not represented by the single residency director.
An exception to this requirement would be a single director who is certified in all three specialties and has an academic appointment in each of the three departments. Training requirements for credentialing related to the certifying examination of each Board will be fulfilled by sixty 60 months of training in an approved combined program. A reduction of twenty-four 24 months of training compared to that required for three separate residencies is possible due to overlap of curricular and training requirements.
A clearly described written curriculum must be made available for residents, faculty, both Review Committees, and both Boards prior to the initiation of the combined residency. There must be 24 months of training in pediatrics, 18 months of training in general psychiatry, and 18 months of training in child and adolescent psychiatry.
The curriculum must assure a cohesive, planned educational experience and not simply comprise a series of rotations among the specialties. Residents must be accorded graded responsibility for patient care and teaching. Annual review of the residency curriculum must be performed by the chairs of both departments with consultation with residents and faculty from both departments. Care must be exercised to avoid unnecessary duplication of educational experiences in order to provide as many opportunities as possible in both breadth and depth.
The training director s should hold regular meetings, ideally monthly, that include all residents for program updates and educational activities such as jointly sponsored journal clubs, feedback on performance, counseling, visiting professors, clinic conferences, occasional combined grand rounds, medical ethics conferences, or research projects. The curriculum should be organized in educational units. An educational unit should be a block 4 weeks or 1 month or a longitudinal experience.
An outpatient educational unit should be a minimum of 32 half-day sessions.
An inpatient educational unit should be a minimum of hours. An additional 1 unit of single or combined subspecialties is required from the list above or below:. Educational experiences in the subspecialties must emphasize the competencies and skills needed to practice high-quality general pediatrics in the community. They should be a blend of inpatient and outpatient experiences and prepare residents to participate as team members in the care of patients with chronic and complex disorders. Child and adolescent psychiatry should not be utilized to fulfill the subspecialty requirements during the 24 months of general pediatrics training.
At least 5 months of supervisory responsibility must be provided for each resident during the 60 months of training. At least 3 of these months must occur during training in pediatrics and must include experience leading an inpatient team. Two months may occur during the psychiatry training. The supervisory responsibilities must involve both inpatient and outpatient experience.
Center for Mental Health Services in Pediatric Primary Care | Projects
There must be a minimum of 36 half-day sessions per year of a longitudinal outpatient experience in a continuity clinic throughout the 60 months of training. The sessions must not be scheduled in a time period fewer than 26 weeks per year. The patients should include those previously cared for in the hospital, well children of various ages and children of various ages with special health-care needs and chronic conditions.
PGY-1, PGY-2 and PGY-3 residents must have a longitudinal general pediatrics outpatient experience in a setting that provides a medical home for the spectrum of pediatric patients and must care for a panel of patients who identify the resident as their primary care provider. PG-4 and PG-5 residents should continue this experience in a either a pediatric clinic, child psychiatry clinic or a combined continuity clinic for patients with pediatric and psychiatry problems. Allowing residents to serve as primary care providers for children with psychiatry disorders throughout their training is encouraged.
The medical home model of care must focus on wellness and prevention, coordination of care, longitudinal management of children with special health care needs and provide a patient- and family-centered approach to care.
Pediatrics-Psychiatry/Child and Adolescent Psychiatry
The curriculum must include adequate and systematic instruction in basic biological e. Each resident must have major responsibility for the diagnosis and treatment of a reasonable number and adequate variety of adult patients suffering from all the major categories of mental illness. One month of neurology training may be completed in child neurology. Inpatient Psychiatry: not less than 4 months but not more than 9 months or its FTE must be spent with significant responsibility in the treatment of adult psychiatric patients who are admitted to traditional psychiatry units, day hospital programs, research units, residential treatment programs, and other settings where the patient population is acutely ill and represents a diverse clinical spectrum of diagnoses, ages, and gender, and patient services are comprehensive, continuous, and allied medical and ancillary staff members are available for back-up support at all times.
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No fewer than 6 months or its full-time equivalent is required in an organized, continuous, and well-supervised outpatient program that includes assessment, diagnosis, and treatment of outpatient adults with a wide variety of disorders and patients. The outpatient experience should include both brief and long-term interventions, utilizing both psychological and biological approaches to outpatient treatment. Each resident must have significant experience treating outpatients longitudinally for at least 9 months when clinically indicated. The outpatient experience should include.
Evaluation and treatment of ongoing individual psychotherapy patients, some of whom should be seen weekly under supervision. Exposure to multiple treatment modalities that emphasize developmental, biological, psychological and social approaches to outpatient treatment. Opportunities to evaluate and treat differing disorders in a chronically-ill patient population.
This requirement may be met in psychiatry or in child and adolescent psychiatry. The following requirements can be completed in psychiatry, in child and adolescent psychiatry, or preferably a combination of both. Supervised clinical experience in the diagnosis and treatment of neurological patients with at least 1 month FTE in pediatric neurology. Consultation experience, during which residents use their specialized knowledge and skills to assist others to function better in their roles, must be in consultation to medical professionals and at least one additional area:.
Supervised, organized educational experience and responsibility on a hour psychiatry emergency service, at least some of which is the care of children and adolescents, as an integral part of the residency, and experience and learning in crisis intervention techniques, including the evaluation and management of suicidal patients. Supervised responsibility consulting to or providing treatment in community mental health care. Supervised, active collaboration with other professional mental health personnel psychologists, nurses, social workers, and mental health paraprofessionals pediatricians, teachers, and other school personnel, legal professionals in the evaluation and treatment of patients.
Organized educational clinical experience focused on the treatment in the care of patients with intellectual disabilities and neurodevelopmental disorders, patients with substance abuse disorders, and geriatric patients. Exposure to the more common psychological test procedures to ensure the resident has an understanding of the clinical usefulness of these procedures and of the correlation of psychological testing findings with clinical data in general psychiatry or in child psychiatry.
The Committee will take into consideration the information provided by the ABPN regarding resident performance on the certifying examinations during the most recent five years. There must be systematic teaching of the biological, familial, psychological, and cultural influences on normal development and psychopathology in children from prenatal life through adolescence. All clinical experiences must be well supervised and include the treatment of preschool, primary school-age, and adolescent patients of varied economic and sociocultural backgrounds with the total spectrum of mild to severe psychopathology.
Clinical experiences should provide adequate supervised activities in which residents can demonstrate performance and documentation of an adequate individual and family history, mental status, physical and neurological examinations when appropriate, supplementary medical and psychological data, and integration of these data into a formulation, differential diagnosis, and comprehensive treatment plan.
Outpatient treatment: There must be opportunities for residents to be involved in providing continuous care for at least a year for a variety of patients from different age groups, seen regularly and frequently for an extended time, in a variety of treatment modalities. The training must include treatment of children and adolescents for the development of conceptual understanding and beginning clinical skills in major treatment modalities, which include brief and long-term individual therapy, family therapy, group therapy, crisis intervention, supportive therapy, psychodynamic psychotherapy, cognitive-behavioral therapy, and pharmacotherapy.
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- Pdf Pediatric And Adolescent Psychopharmacology A Practical Manual For Pediatricians.
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- Clinical Research in Paediatric Psychopharmacology - 1st Edition.
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Hardcover ISBN: Imprint: Woodhead Publishing. Published Date: 17th September Page Count: View all volumes in this series: Woodhead Publishing Series in Biomedicine. Sorry, this product is currently out of stock. Flexible - Read on multiple operating systems and devices. Easily read eBooks on smart phones, computers, or any eBook readers, including Kindle. Institutional Subscription. Free Shipping Free global shipping No minimum order.
Covers both theoretical and practical aspects of clinical research in paediatric psychopharmacology Approaches the topic from different angles from the regulatory framework to the patient perspective Discusses ethical and safety considerations for research in paediatric psychopharmacology Offers future perspective for paediatric development.