Baylor College of Medicine and the Menninger Clinic, Houston, TX, USA.
University of Nevada, Reno School of Medicine, Reno, NV, USA.
Acad Psychiatry. 2022 Jun;46(3):331-337. doi: 10.1007/s40596-021-01537-5. Epub 2021 Oct 8.
The introduction of the Milestone Project underscored the need for objective assessments of resident progress across the competencies. Therefore, the authors examined the Psychiatry Resident-In-Training Examination (PRITE) utility for measuring improvements in medical knowledge (MK).
The authors compared the mean performance for each MK subcompetency by resident year for all residents taking the PRITE from 2015 to 2017 (18,175 examination administrations). In addition, they surveyed psychiatry residency program directors regarding how well they thought they teach these subcompetencies.
Increases in MK subcompetencies by resident year were significant for Psychopathology (p < 0.003), Psychotherapy (p < 0.002), and Somatic Therapies (p < 0.000). Development, Clinical Neuroscience, and Practice of Psychiatry did not show statistically significant differences between postgraduate years. Eighty psychiatry program directors responded to the survey and felt optimistic about their ability to teach the Psychopathology, Psychotherapy, Somatic Therapies, and Practice of Psychiatry subcompetencies.
The PRITE measured significant improvements in medical knowledge for several of the core subcompetencies. The program director's responses would suggest that the lack of statistically significant differences found for Development and Clinical Neuroscience reflects areas in need of curricular development. The disparity between PRITE performance and program director perception of the Practice of Psychiatry subcompetency may reflect difficulties in defining the scope of this subcompetency. Overall, this suggests that structured examinations help measure improvements in certain subcompetencies and may also help identify curricular needs. However, there may be potential problems with the definition of some subcompetencies.
里程碑项目的引入强调了需要对住院医师在各能力方面的进展进行客观评估。因此，作者研究了住院医师培训考试（PRITE）在衡量医学知识（MK）方面的改进情况。
作者比较了 2015 年至 2017 年所有参加 PRITE 的住院医师的每个 MK 子能力的平均表现（共进行了 18,175 次考试）。此外，他们还调查了精神病学住院医师培训项目主任对这些子能力的教学情况。
MK 子能力随住院医师年限的增加而显著增加，包括精神病理学（p < 0.003）、心理治疗（p < 0.002）和躯体治疗（p < 0.000）。发展、临床神经科学和精神病学实践在研究生年限之间没有显示出统计学上的显著差异。80 名精神病学项目主任对调查做出了回应，对他们教授精神病理学、心理治疗、躯体治疗和精神病学实践子能力的能力表示乐观。
PRITE 测量了几个核心子能力的医学知识的显著提高。主任的回应表明，发展和临床神经科学方面没有统计学上的显著差异，这反映了课程发展的需要。PRITE 表现与主任对精神病学实践子能力的看法之间的差距可能反映了定义该子能力范围的困难。总体而言，这表明结构化考试有助于衡量某些子能力的提高，并可能有助于确定课程需求。然而，一些子能力的定义可能存在问题。
