Page numbers printed in boldface type refer to tables and figures.
Academic psychiatry.
See also Education
careers in,244–249
academic promotion and,247–248
compensation,247
developing leadership skills,248–249
job choice,244–245
management,246
mentoring,246
teaching opportunities and time management,245–246
faculty career development,240–244
description of,239–240
topics for,240evidence-informed teaching methods,242
expanded model of faculty development,243
institutional support,243–244
longitudinal exposure,243
needs assessment,241–242
resources,244overview,239–240
Academy of Cognitive Therapy,45
Academy of Consultation-Liaison Psychiatry (ACLP),68, 149,
228Academy of Psychosomatic Medicine (APM),252
AccreditationACGME requirements for psychiatry residencies,203–204
clinical learning environment review,202–203
data system,204
maintainingACGME,200
common program requirements,200–202
learning environment,201
patient safety,201
quality improvement,201
supervision,201
wellness,202
in psychiatric subspecialties,222
standards,45, 83–84
Accreditation Council on Continuing Medical Education (ACCME),67
Accreditation Council for Graduate Medical Education (ACGME),15, 16, 22, 31, 32, 43, 47, 66–67, 84, 97, 101, 111, 129, 148, 165–166, 207
curriculum development and,176,
177, 180
faculty development,239
fellowships,223, 227–229,
224–
227maintaining accreditation,200
requirements for psychiatry residencies,203–204
resources for faculty and career development,244Self-Study,177–
179, 187
Achievement, managing impediments to,132–135
Action Collaborative on Clinician Wellbeing and Resilience,32
Adult ADHD Self-Report Scale,120
Adult learning, principles ofapplication at the level of education and trainee,5,
6–
7behaviorist theories of,4, 13
in the classroom,5
flipped classroom,9–10
lectures,8–9
“prelearning” period,10
in clinical settings,10–12
bedside teaching,10–11
in clinical rounds,11–12
Miller’s pyramid,10, 19
Socratic questioning,11
cognitive theories of,4, 13
constructivism,4–5
experience,4,
6foundations of,4–5
“hidden curriculum,”22
humanistic,13
motivation to learn,4,
7orientation to learning,4,
7overview,3
quantitative studies supporting teaching methodologies,18
readiness to learn,4,
6–
7relational theories of,5, 13
self-concept of,4,
6self-study,12
systems issues in the learning environment,22
trainees,13
transformative learning theory,5
Advisingaddressing dual relationships,156
psychiatry as a career,148–152
advocacy and service experiences,150–151
confirming interest and building an application,151
early clinical experience,149–150
electives and additional experiences,151–152
joining APA and student interest groups,149
letters of recommendation,153
overview,148–149
research and quality improvement projects,150
social interactions to find the best fit,151
for the recruitment process,152–155
application advice,153
familiarity with resources,152–153
familiarity with timelines, rules, and regulations,152
interview,154–155
personal statements,153–154
risk of not matching,155
supplemental offer and acceptance program,155
working with faculty advisors,153
Advocacy,150–151, 156
“Affinity groups,”67
Affordable Care Act,197
Agency for Healthcare Research and Quality (AHRQ),78
“All-in policy,”198
American Academy of Addiction Psychiatry (AAAP),228American Academy of Child and Adolescent Psychiatry (AACAP),149,
228curriculum development and,177American Academy of Neurology (AAN),251
American Academy of Psychiatry and the Law (AAPL),228American Association for Geriatric Psychiatry (AAGP),228American Association of Chairs of Departments of Psychiatry (AACDP),66
American Association of Directors of Psychiatric Residency Training (AADPRT),66,
68, 84–85, 141, 152–153, 241,
244curriculum development and,177Diversity and Inclusion Committee,86
Model Curriculum,188, 192
American Board of Internal Medicine (ABIM),15
American Board of Medical Specialties (ABMS),222
American Board of Psychiatry and Neurology (ABPN),15, 16, 67, 192, 206, 222
curriculum development and,178preparing residents for board certification,204
American College of Psychiatrists (ACP), curriculum development and,178American Foundation for Suicide Prevention (AFSP),42, 150
American Hospital Association (AHA),252
American Medical Association (AMA),31
American Psychiatric Association (APA),66, 84, 111, 149, 156
American Psychoanalytic Association (APSA),252
American Psychological Association (APA) Ethics Code,56
American Society of Clinical Psychopharmacology (ASCPP), curriculum development and,178, 188
Andragogical principles, applying Knowles’s assumptions about adult learners,6–
7Andragogy, description of,4
Antidiscrimination laws,199
Anxietyabout negotiating compensation,247
about night call during residency,38
during adverse clinical events,39–40
illness anxiety,131–132
case example of,131–132
APM.
See Academy of Psychosomatic Medicine
Apply Smart,152, 153
APSA.
See American Psychoanalytic Association
Arnold P. Gold Foundation,78
ASCPP.
See American Society of Clinical Psychopharmacology
Assessment, description of,169.
Seealso Medical education
Association for Academic Psychiatry (AAP),66, 152,
244curriculum development and,179Association for Medical Education in Europe (AMEE),65,
68Association of Academic Health Centers (AAHC),251
Association of American Medical Colleges (AAMC),22, 31, 32, 67, 84, 142–143, 152, 198,
244curriculum development and,179Association of Directors of Medical Student Education in Psychiatry (ADMSEP),66,
68, 111, 112, 152,
244curriculum development and,179Association of Women Psychiatrists (AWP),253
Attitudes, objectives of,71,
72Attributes, description of,99
Balanced Budget Act,196
“Balkanization” of medicine,234–235
Barry Challenges to Professionalism Questionnaire,21Baylor University School of Medicine,102
Bedside teaching,10–11
Behavioral sciences, curriculum development and,111–112
Behaviorist theories of adult learning,4, 13
Best Evidence in Medical Education Collaboration,65
Board certification, preparing residency students for,204
clinical sites,205–206
sponsoring institution,205
Boundariescrossings,53–54, 56, 57–58
maintaining,58
“slippery slope” of,53
supervision and,52–58
transgressions and,53,
54violations of,53
British Association of Cognitive and Behavioral Psychotherapy,45
“Buddy” program,34
Burnout.
See also Well-being
description of,33–34
holistic review and,97
risk factors for,33–34
symptoms of,34
Careers.
See also Academic psychiatry
in academic psychiatry,244–249
faculty career development,240–244
psychiatry as,148–152
Careers in Medicine program,148–149
Caregiving,134
Carnegie report (Carnegie II),112
Case examplesof generational divide and the resilience problem,128–129
of medical student’s personal finances,135
of “practice on each other,”130
of prior experiences as health care recipients,136
of residency evaluations,216–219
Center for Medicare and Medicaid Services (CMS),148, 253
Center for Mental Health Services (CMHS),253
Centers for Disease Control and Prevention,78
Centers for Medicare and Medicaid Services,195–196, 206
Childbearing/childrearing, during residency,42
Children’s Hospital GME (CHGME), support for GME,197
Clerkship coordinator,115.
See also Psychiatric clerkships
Clerkship director,113–114, 162.
Seealso Psychiatric clerkships
Clinical Competence Committee,217
Clinical skills verification (CSV),253
Code of Ethics,230–231
Cognitive theories of adult learning,4, 13
“apprenticeship” model,18
Cognitive Therapy Rating Scale,49–50
Colleagues,56
Common Program Requirements (CPR),84, 200–201
Communication, resident difficulties with,211interviewing and,146, 154–155
Compensation, in academicpsychiatry,247
Comprehensive Osteopathic Medical Licensing Examination of the United States (COMLEX-USA),127
Confidentiality, mentoring and,52
Connectedness, among medical students,137
Conscientiousness Index21Constructivism,4–5
Contract, supervisory,48
Council of Academic Societies (CAS),253
Council of Medical Specialty Societies (CMSS),253
Couples matching,147
Course director, duties of,109–110, 121
Critical Incident Technique,21“Crucial Issues Forum,”235
CSV.
See Clinical skills verification
Cultural Formulation Interview,74–75
Culture, psychiatric subspecialties and,233–234
CurriculumACGME requirements,176, 180
assessment of,75–76,
76, 159–161
definitions of,67, 69, 176
design and implementation of,65, 67, 69–76
development of,112
resources,177–
180evaluation of,161–163
“hidden,”22
implementing,72–74
instructional method selection for,71–72,
72natural lifespan of,76
residency trainingAADPRT Model Curriculum,188, 192
ACGME Self-Study,177–
179, 187
faculty and,193
learning climate and,183–185
“Operation Blow It Up,”180–182
overview,175
personality of the program,183
PRITE content,178, 187
strengths of the program,182–183
teaching psychotherapy in psychiatry,185–187
textbooks for,188,
189–
191undergraduate preclinical curriculumbehavioral science in,111
curriculum planning,110–111
diagnoses as a framework for content,112
duties of course director,109–110
educational goals,110
teaching formats for learning,112–113
trends in behavioral sciences and curriculum development,111–112
preclinical course content and delivery,111–113
writing goals and objectives,70–71
Curriculum vitae,248
Dean’s letter,143, 150, 163, 198
Depression,34, 136
Designated institutional official (DIO),214, 215
Disclosure,136–137
Discrimination,135
Diversity, in psychiatric training.
See also Inclusion; Psychiatric education, scholarly approach to
AADPRT membershipgender identity,90,
92race/ethnicity,89,
91accreditation standards for,83–84
action plan for,88, 94
in the clinical environment,163–164
current data regarding,85–88
directors’ and trainees’ levels of satisfaction with efforts in training programs,93percentage of applicants to U.S. medical schools,86–
87defining experiences, attributes, and metrics,99–100
definition of,85
determining outcomes,99
holistic review of,100, 103
definition of,96
elements of,96–97
evaluating outcomes,102
future of,102–103
implementation of,98
literature support,97
mission statement, values, priorities, and goals,98–99
needs assessment,98–99
transparency and authenticity,102
implementation of,103
international medical graduate,94–96
LGBTQI individuals,163–164
overview,83–84
patterns of,103
recruitment,100–102, 103
DSM-5Cultural Formulation Interview,74–75
introduction to psychiatric students,112
Dual relationships,156
Education.
See also Academic psychiatry; Medical education; Psychiatric education, scholarly approach to
faculty development skills,240goal setting,47
meetings about,115
objectives of knowledge,71,
72overview,xiii
software for,115
Educational Commission on Foreign Medical Graduates (ECFMG),253
Educational scholarship,64, 77–79
Education Outcomes Services Group Questionnaire,19
Electronic medical records (EMRs),212
Electronic Residency Application Service (ERAS),143, 146, 198, 228
Employee assistance program (EAP),212, 213
End-of-life care,231
Entrustable professional activities (EPAs),160, 161
EPAs.
See Entrustable professional activities
E-professionalism,24
ERAS.
See Electronic Residency Application Service
Evaluation, description of,169–170.
See also Medical education
Experience,4,
6advocacy and service experiences,150–151
early clinical,149–150
prior experiences as health care recipients,136
residency curriculum and,176
“shadowing,”150
Experiences, attributes, and metrics (EAM)applying equitably throughout recruitment,100–102
interviewing,101–102
ranking,102
screening,100–101
defining,99–100
selection criteria and,98
Facultyadvisors for medical students,153, 156
“broad strokes” approach to development of,242
career development of,240–244
for curriculum development,193
development of,24
volunteer,122
Family Medicine Accelerated Track,198
Family planning,134
Federation of State Medical Boards (FSMB),127
Feedbackbidirectional,120
meetings,120
preceptor,162–163
from program directors,219
Fellowship and Residency Electronic Interactive Database (FREIDA),142–143
Fellowships,98, 101.
See also ACGME; International medical graduate
Fertility,134
Financescompensation in academic psychiatry,247
for psychiatric subspecialty training,233
for residency,195–198, 233
5-minute resident intervention,184
Flexner, Abraham,110
Formative assessment,159, 166
Full-time equivalents (FTEs),205–206
Funding,78, 229
Gender identity,90,
92Goals,47
Grades,163, 169
Graduate medical education (GME),84
census track data for,223
CHGME support for,197
DoD support for,197
Health Resources and Services Administration support for,197
“hidden costs” of,196
Medicaid support for,197
Medicare support for,196
VA support for,196–197
Group for the Advancement of Psychiatry (GAP),254
Group on Diversity and Inclusion (GDI),84
Group on Educational Affairs,67
Group on Women in Medicine and Science,84
Harassment,135
Health Insurance Portability and Accountability Act (HIPAA),213
Health Resources and Services Administration, support for GME,197
Hippocratic Oath,52
Holistic review.
See Diversity, in psychiatric training
Hospitals, closing of,148
Humanistic theories,13
Imposter syndrome,129–130
Inclusion, definition of,85.
See also Diversity, in psychiatric training
“Information age,”3
Innovative Programs,198
Institute of Medicine,111
Institutional review board (IRB),77–78
Institutional supportfor board certification,205
in challenges of recruitment into fellowship programs,233
for faculty career development,243–244
Instruction, methods of,49, 71–72,
72.
See also Learning
International medical graduate (IMG),85, 94–96
cultural considerations of,233–234
fellowship information for,229
role in the United States,94–96
Interpersonal skills, resident difficulties with,211Interprofessional Education Collaborative,23
Interprofessional professionalism,23
Interviewingcommunication after,146, 154–155
day of,145–146, 154, 232
EAM throughout recruitment,101–102
“mock” interviews,154
residency interview process,132–133
screening and invitation to interview,143–145
stress and,144
Iyer, Aparna,110
Jefferson scales,21Josiah Macy Jr. Foundation,78
Klingenstein Third Generation Foundation (KTGF),229
Knowledge, objectives of,71,
72Knowles, Malcolm, applying andragogical principles to psychiatric education,6–
7Leadershipdepartmental requirements for,205
developing skills for,248–249
Learning.
See also Instruction; Teaching
assessment of,70, 75
formative,75,
76summative,75,
76climate of,183–185
collaborative,47
creation of improvement plan for,167–168
deficits in,184–185
“enrichment learning activities,”118
environment,201
longitudinal exposure and,23
motivation,4,
7orientation,4,
7readiness,4,
6–
7resident difficulties with practice-based learning and improvement,211struggle of,165–169
teaching formats for,112–113
teaching in the psychiatricclerkships,119–121
Leave of absence,213, 218
Lectures,8–9
LegislationAffordable Care Act,197
antidiscrimination laws,199
Balanced Budget Act,196
Choice, Accountability, and Transparency Act of 2014,197
Health Insurance Portability and Accountability Act,213
Veterans’ Access to Care through Choice, Accountability, and Transparency Act of 2014,197
Letters of recommendation,153, 198
LGBTQI individuals,163–164
Liaison Committee on Medical Education (LCME),22, 67, 83–84, 110
formative assessment requirement,159–160
objectives,117
requirements of,117, 121, 122
Likert scale,165
Marriage, during PGY1,41–42
Match participation,142, 147, 199
“Match Participation Agreement for Applicants and Programs,”198
MedEdPortal,68,
244Medicaid, support for GME,197
Medical education.
See also Education; Psychiatric education, scholarly approach to
assessment strategiescomponents of successful assessments,164
dangers of the Likert scale,165
diversity in the clinical environment,163–164
evaluation and feedback,161–163
final grade,163
overview,159–161
fellowships,98
goals of,110
research,78
resident difficulties with knowledge,211stakeholders in,72,
73struggling learnercreation of improvement plan,167–168
failing grades,169
identification of,165–166
implementation and reassessment of,168
investigation of,166–167
Medical illness, during residency,42
Medical Student Performance Evaluation (MSPE),143, 150, 163, 198
Medical students advising,148–155
connectedness of,137
disclose or not to disclose,136–137
education overview,xiii
information overload and,126–129
case example of,128–129
generational divide and the resilience problem,127–128
“spoon-feeding” myth,126–127
standardized testing,127
technological challenges,126
managing impediments to survival and achievement,132–135
bias, harassment, and discrimination,135
case examples of,132–135
family, planning, fertility, parenting, and caregiving,134
perfectionism, case example of,133–134
personal finances, case example of,135
professionalism, case example of,132–133
prior experiences as health care recipients,136
case example of,136
psychological threats and safety of,129–132
case example of,130–131
illness anxiety, case example of,131–132
imposter syndrome,129–130
“practice on each other,”130
representation matters,129
religion and,130
student orientation,119–120
suicide among,137
Medicare, support for GME,196
Medicine“Balkanization” of,234–235
psychosomatic,222
MedStar Georgetown University Child and Adolescent Training Program,98–99,
100, 101
Meetingsabout education,115
“cup of coffee”with residents,213–214
feedback and,120
5-minute resident intervention,184
Mental healthchallenges to residents,42
during residency,32–42
stigma about,35
Mentoring.
See also Supervision
in academic psychiatry,247
benefits to,50–51
challenges of,52
clerkship director and,113
confidentiality and,52
development of,50
role models and,51
skills for,51
in supervision,50–52
topics for mentorship,51 value of, 58
Metrics, description of,99–100
Miller’s pyramid,10, 19
Mini-Clinical Evaluation Exercise (mini-CEX),160–161
ModelsAADPRT Curriculum,188, 192
“apprenticeship,” of adult learning,18
“cognitive apprenticeship,”18
developmental, of training during residency,32–42
expanded, of faculty development,243
“Operation Blow It Up,”180–182, 187
role models,18, 20, 24
“2+2 medical school model,”110
Mood Disorders Questionnaire,120
National Academy of Medicine,31, 32
National Alliance on Mental Illness (NAMI),150–151
National Board of Medical Examiners (NBME),75, 111, 127, 162
National Institutes of Health,78
National Neuroscience Curriculum Initiative (NNCI),192,
68,
179National Residency Matching Program (NRMP),95, 145–146, 152, 198, 206, 223
Night call, anxiety about during residency,38
Objective Structured Clinical Examination (OSCE),113–114, 160, 161
Open-door policy,184
“Operation Blow It Up” (OBIU),180–182, 187
Orientation, during residency,35–36
Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions,164
Parenting,134
Patient Health Questionnaire–9, 120
Patientscare and practice learning,240end-of-life care,231
resident difficulties with care of,211safety of,201,
240Perfectionism, case example of,133–134
Personal reflection,18, 24
Personal statements,153–154, 198
“Population parity.” See Diversity, in psychiatric training
Portal of Geriatrics Online Education (POGOe),68Postgraduate years, well-being duringPGY1anxiety about night call,38
orientation,35–36
rotations outside of psychiatry,36–37
time management,37
uncertainty about specialty choice,37–38
PGY2,38
PGY3,38–39
PGY4,39
Primary care physicians,118–119, 230
Probation,214–215
Professional development,84
“Professionalism”assessing,18–20,
21, 24
assessment instruments,21best practices of,19
case example of,132–133
deficits with,19
definitions of,16,
17, 23
description of,16–18
dress code and,181
e-professionalism,24
faculty development and the clinical learning environment,20, 22
frameworks of,16, 24
interprofessional,23
overview,15
remediating,18–20, 24
resident difficulties with,211teaching,18–20,
20topics in psychiatry for the twenty-first century,22–23
Professionalism-Mini Clinical Evaluation Exercise,21Professionalism Mini-Evaluation Exercise,19
Program directors,210
Program Director WorkStation (PDWS),255
“Project 3000 by 2000,”88.
See also Diversity, in psychiatric training
“Project Professionalism,”15
Psychiatric clerkshipsassessment of students during,160
clerkship coordinator,115
clerkship director,113–114
managing clinical sites and preceptors,114–115
timeline for fellowship recruitment,232–233
Psychiatric education, scholarly approach to.
See also Diversity, in psychiatric training
curriculum design and implementation,67, 69–76
curriculum assessment,75–76,
76learner assessment,70, 75
modes of formative and summative feedback in medical education,76,
76conducting a needs assessment,69,
70gathering information,69–70,
70implementing the curriculum,72–74
instructional method selection for,71–72,
72promoting inclusion and cultural competence,74–75
stakeholders in medical education,73writing goals and objectives,70–71
designing an educational research project,77–78
disseminating the outcome of an educational project,78–79
educational goals of,110
funding,78
overview,63–65
resources for support of,65–67,
68vision and mission statements, goals, and objectives,64
Psychiatric subspecialties ACGME fellowships for,223, 227–229
general information about,223, 227
process of application,228
availability,224–
227international medical graduates,229
“Balkanization” of medicine,234–235
benefits of combining subspecialty interests,230
fostering interest,229–230, 236
standard of care and practicing outside of scope,230–231
“fast-tracking” into,235
finances for,233
future directions in training,234
future of psychiatric fellowships,235
history of accreditation in,222
organizations,228overview,221–222
recruitment into fellowship programschallenges,233
cultural considerations,233–234
differences from general psychiatry residency recruitment,232
general approaches to the interview day,232
institutional challenges,233
timeline for fellowship recruitment,232–233
regulatory measures of,235
“scope of practice” limitations in,235
trends in,235
wellness and,231–232, 236
Psychiatryapplying Knowles’s andragogical principles to psychiatric education,6–
7as a career,148–152
rotations outside of,36–37
teaching methods for psychiatric professionalism,20topics for the twenty-first century,22–23
training overview,xiii
Psychiatry Resident-In-Training Examination (PRITE),75,
178Psychiatry Student Interest Group Network (PsychSIGN),149
Psychosomatic medicine,222
PsychSIGN.
See Psychiatry Student Interest Group Network
Qualitative studies, supporting teaching methodologies,18
Quality improvement (QI),201,
240Quantitative studies, supporting teaching methodologies,18
Race.
See Diversity, in psychiatric training
Ranking, EAM throughout recruitment,102
Rank order list (ROL),146–147, 199, 200
Recruitment.
See also Residency
diversity andinterviewing,101–102
ranking,102
screening,100–101
for fellowship programs in psychiatric subspecialties,232–233
overview,141
for residency,142–148
closing hospitals,148
couples matching,147
interview,145–146
Match Week,147
rank order list,146–147
screening and invitation to interview,143–145
setting the stage,142–143
transfers,148
selecting and,198–200
successful,156
Reflective questioning,49
Relational theories of adult learning,5, 13
Relationships.
SeeMentoring; Supervision
Religion,130
Residency.
See also Curriculum;
Recruitmentdevelopmental course during,219
due-process procedures,215
evaluationcase examples of,216–219
differential considerations,212–213
overview,209–210
of residents with difficulties,184, 210,
211, 213–216, 219
unintended consequences and,216
financing,195–198
5-minute intervention,184
interview process for,132–133
leave of absence,213, 218
mental health and well-beingadverse clinical events and,39–40
after recruitment and match,34–35
history and literature,32–34
managing life events that can affect well-being,40–42
PGY1 and well-being,35–37
struggles of PGY1 residents,37–38
struggles of PGY2 residents,38
struggles of PGY3 residents,38–39
struggles of PGY4 residents,39
orientation,35–36
preparing residents for board certification,204
clinical sites,205–206
sponsoring institution,205
recruiting and selecting,198–200
requirements for,204–206
departmental leadership,205
residents as teachers,121
training during,16, 31
Residency Explorer,152
Residency Review Committee (RRC),200, 206, 222
Resilience,43.
See also Well-being
case example of,128–129
generational divide and,127–128
of IMGs in the United States,94–96
“A Roadmap to Psychiatry Residency,”152
Robert Wood Johnson Foundation,78
ROL.
See Rank order list
Role models,18, 20, 24
mentoring and,51
Role playing,49
Rotationsassignment of students within,116–117
end-of-rotation evaluation system,161, 166–167, 169–170
during PGY1,36–37
Rounds,11–12
Rural Scholars,198
Scholarship.
See Educational scholarship
Screening, EAM throughout recruitment,100–101
“Selectives,”117–118
Self-concept,4,
6Self-study,12, 187
“Shadowing,”150
Simulation,10
Situated learning theory,18
Situational Judgment Test,21Skills, objectives of,71,
72Socratic questioning,11
Software, for education,115
Specialty choice,37–38
“Spoon-feeding” myth,126–127
Standardized testing,127
Standard of care,230–231
Stress, during interviews,144
Suicideamong medical students,137
“epidemic” of,34
during residency,42
Supervision.
See also Mentoring
boundaries within,52–58
boundary transgressions,54colleagues and,56
early stages of,48
in a group,50
harmful,54–55
key components of psychotherapybuilding the relationship,46–47
educational goal setting,47
evaluation and feedback,49–50
supervision as an educational tool,48–49
supervisory contract,48
multiple methods of instruction,49
multiple relationships and,55
overview,45–46
“see one, do one, teach one” ethos,48
Supplemental Offer and Acceptance Program (SOAP),147, 155, 200
System-based practice, resident difficulties with,211Task Force on Physician Wellbeing,32
Teaching.
See also Learning
evidence-informed teaching methods,242
opportunities and time management,245–246
in the psychiatric clerkships,119–121
residents as teachers,121
Teaching Health Center GME program,197
Technologyaccreditation data system,204
challenges,126
information overload among medical students,126–129
“spoon-feeding” information myth,126–127
Test of English as a Foreign Language (TOEFL),255
Test of Residents’ Ethics Knowledge for Pediatrics,21Tests, multiple-choice,161–162
Textbooks,188,
189–
191360-Degree evaluations,21Time management, during residency,37, 245–246
Title VII Health Professions program,197
Traineesin adult learning,13
overview,xiii
recruitment and match,34–35
during residency,16, 31
Transcript,198
Transfers,148
Transformative learning theory,5
“2+2 medical school model,”110
Undergraduate medical education (USMLE),255
Undergraduate preclinical curriculumadministration,109–111
curriculum planning,110–111
diagnoses as a framework for content,112
duties of the course director,109–110, 121
educational goals,110
teaching formats for learning,112–113
trends in behavioral sciences and curriculum development,111–112
preclinical course content and delivery,111–113
behavioral science in,111
administration,113–115
clerkship experience,115–119
teaching and learning in the clerkship,119–121
writing goals and objectives,70–71
U.S. Department of Defense (DoD), support for GME,197
U.S. Department of Health and Human Services (DHHS),253
U.S. Department of Veterans Affairs (VA), support for GME,196–197
U.S. Medical Licensing Examination (USMLE),100, 111, 127, 144, 162, 198, 255
Step 2 examinations,120
U.S. Veterans Affairs Department,78
Veterans’ Access to Care through Choice, Accountability, and Transparency Act of 2014,197
WebADS,204
Well-being.
See also Burnout
adverse clinical events and,39–40
faculty development and,240managing life events that can affect well-being,40–42
during PGY1,34–35
during PGY2,38
during PGY3,38–39
during PGY4,39
resilience and,43
Wellness,202
psychiatric subspecialties and,231–232
