Pritzker School of Medicine, University of Chicago, IL 60637, USA.
Int Rev Psychiatry. 2013 Jun;25(3):291-300. doi: 10.3109/09540261.2013.799460.
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.
医学教育中的能力运用相对较新。1999 年，美国研究生医学教育认证委员会（ACGME）确立了六项主要能力。此后，美国精神病学与神经病学委员会已批准了其在 ACGME 的核心能力领域中每个专业的特定能力清单。可以通过结构化病例讨论、直接观察、模拟、标准化患者和 360 度评估等方法评估医学生和住院医师的能力。每种评估方法在精神病学领域都有特定的应用。本文回顾了不同的能力评估方法，并在精神病学教育中提供了具体的例子。这并不是对所有评估方法的全面回顾，而是提供了一些例子和策略，以指导精神病学教育者在实践中应用。学生和住院医师被有意分开，因为他们的教学目标和目的不同，因此评估目的和设计也不同。学生是一般的、未分化的医学生，需要学习精神病学的分类、检查和治疗。住院医师是精神卫生专业人员，需要更深入的监督，以磨练在精神病学实践中出现的所有专业领域的技能，因此监督是住院医师项目的重要组成部分。
