Mellman Lisa A, Beresin Eugene
New York State Psychiatric Institute, 1051 Riverside Dr., New York, NY 10032, USA.
Acad Psychiatry. 2003 Fall;27(3):149-53. doi: 10.1176/appi.ap.27.3.149.
New requirements by the Psychiatry Residency Review Committee of the Accreditation Council for Graduate Medical Education maintain that residents must be competent in five specified psychotherapies. This shift toward evidence-based education and assessment highlights psychotherapy as an integral part of a psychiatrist's training and identity, while introducing accountability of training programs, faculty, and individual residents. Training directors must now find the resources in faculty, patients, and residency teaching time to teach, supervise and assess residents so they graduate with competency. The American Association of Directors of Residency Training (AADPRT) appointed a Task Force on Competency to assist training directors with the new requirements. The Task Force, through the establishment of five workgroups, has written sample competencies for each required psychotherapy: brief, cognitive behavioral, psychodynamic, supportive and combined psychotherapy and psychopharmacology. In this article, the authors describe the historical context of the new requirements, and the goals, process and issues that arose in the development of the sample competencies.
毕业后医学教育认证委员会的精神病学住院医师评审委员会提出了新要求，规定住院医师必须精通五种特定的心理治疗方法。这种向循证教育和评估的转变突出了心理治疗作为精神科医生培训和身份认同不可或缺的一部分，同时引入了对培训项目、教员和住院医师个人的问责制。培训主任现在必须在教员、患者和住院医师教学时间中寻找资源，以便对住院医师进行教学、监督和评估，使他们毕业时具备相应能力。美国住院医师培训主任协会（AADPRT）任命了一个能力工作组，以协助培训主任满足这些新要求。该工作组通过设立五个工作小组，为每种所需的心理治疗方法编写了能力样本：简短治疗、认知行为治疗、心理动力治疗、支持性治疗以及联合心理治疗与心理药理学治疗。在本文中，作者描述了新要求的历史背景，以及能力样本制定过程中的目标、流程和出现的问题。
