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Objective: Educational program evaluation and program improvement are processes that can be enhanced by involving multiple stakeholders and measurement tools. The purpose of this study was to compare faculty and resident physician perceptions of both teaching quality and resident competence for 13 core psychiatric skills and the six Accreditation Council for Graduate Medical Education general competencies. Additionally, resident performance as assessed by portfolios was descriptively examined relative to these perceptions of skills and competencies. Using this combination of data, the authors propose a useful approach for identifying areas for improvement within a medical residency's program curriculum. Methods: Ten teaching faculty members (100%) and 18 residents (82%) within a psychiatry department completed parallel surveys. Trained raters scored resident-completed portfolio entries. Nonparametric and descriptive analyses were used to compare the various data sources. Results: In general, faculty and residents showed congruence in their perceptions about resident performance. They agreed on the quality of teaching skills and general competencies. General competency scores from the portfolios were congruent with this perspective. However, there were mismatches in perceptions and performance on portfolios for some areas. Of the 13 core psychiatric skills examined, only one area, neuropsychiatry, was rated below average by both faculty and residents, while the median portfolio performance score was below competent for four skills, including neuropsychiatry. Faculty rated resident competence significantly higher than residents rated themselves for biopsychosocial formulation and medical psychiatry. Conclusion: This study describes and highlights the usefulness of a multidimensional approach that includes resident and faculty perspectives and externally rated performance measures to assist in identifying potential target areas for curriculum improvement.

Objective: Few data exist on the topic of internal hiring of trainees in academic medicine. This study examines nationally representative data to determine the frequency of faculty psychiatrists who are employed in the same department in which they completed their residency training. Method: Estimates of internal faculty hiring were obtained by reviewing a random sample of publically available psychiatry department websites in the United States. Results: Among the 26 departments reviewed, there was wide variation in the rates of psychiatrists who received training in the same department in which they were currently employed as faculty members, with a median of 45.5%, ranging from 0% to 71%. Conclusion: Results suggest that departmental hiring of one's own graduates is common practice in academic psychiatry, and there is wide variation in this practice across psychiatry departments in the United States. (Contains 1 table.)

The Copenhagen Burnout Inventory (CBI) has demonstrated good psychometric properties among respondents in many different countries, but minimal research exists using the CBI in a U.S.-based sample. The current study represents a secondary analysis of existing CBI data from 1,679 academic health center employees at one mid-size teaching hospital in the southeastern region of the U.S. Analyses assessed CBI scale reliability, confirmatory factorial validity, discriminant validity against a measure of meaningful work, and test invariance for professional role sub-groups (physicians, nurses/physician assistants, and other hospital staff), gender groups, and different age groups. Results provided evidence for good reliability and discriminant validity as well as construct validity supporting the CBI proposed three-factor structure. Configural and metric variance equivalence were demonstrated across the range of employee types, and across age and gender groups. Scalar invariance equivalence was not established, suggesting further research may be needed to support group mean comparisons using the CBI. [ABSTRACT FROM AUTHOR]

The transition to residency is competitive with more medical students applying for residency positions than slots available, and some will face challenges securing a position in their desired specialty. Our institution created a transitional year (TY) residency program in 2016 to help meet the needs of our medical students who did not initially secure a position in the main residency Match. This report provides a brief overview of the TY program and analysis of the program's value from the inaugural 3 years (2017–2020). The TY program is based at a midsized, urban, academic health center and features a tailorable curriculum emphasizing preparation for residents' specialty career plans. We used participatory action research and appreciative inquiry strategies as part of the annual program evaluation to examine TY residents' perceptions of the program's value. Stakeholder perceptions were also elicited from a purposive selection of 4 program directors and 2 key medical school education leaders. Internal evaluations revealed a high rate of resident satisfaction with the TY program and self-reported benefits such as increased confidence, clinical proficiency, and professional enculturation. Stakeholders valued the program as a potential pipeline for increasing physicians in the state and providing valuable direction to students' career trajectories. Creating a TY residency program to meet the needs of unmatched medical students was feasible to implement, acceptable to residents in meeting their academic and career needs, and provided a sustainable institutional solution with benefits to multiple stakeholders. [ABSTRACT FROM AUTHOR]

Objective To determine the prevalence and associated factors for personal, work-related and patient/clientrelated burnout in clinical professionals and biomedical scientists in academic medicine. Design Prevalence survey using the Copenhagen Burnout Inventory. Setting Mid-size academic health centre. Participants Clinical providers (n=6489) and biomedical scientists (n=248) were invited to complete the survey. 1646 completed responses (response rate 24.4%) were analysed. Primary and Secondary outcome measures Prevalence estimates and adjusted ORs (AOR) were stratified for gender, age and professional category. Results Type of burnout varies across professional categories, with significant differences between clinicians and scientists. The prevalence of personal burnout was 52.7% (95%CI 50% to 55%), work-related burnout 47.5% (95%CI 45% to 49%) and patient/client-related burnout 20.3% (95%CI 18% to 22%). The prevalence of personal and work-related burnout was higher among women, while those aged 20-30 had a higher prevalence of all three burnout categories. Overall, clinical professionals had higher personal and work-related burnout, while biomedical scientists had higher client-related burnout. Accounting for the effects of gender and age, a significantly higher risk for personal burnout was found for physicians (AOR 1.64; 95%CI 1.3 to 2.1) and nurses (AOR 1.5; 95%CI 1.03 to 2.2). Significantly higher odds of work-related burnout were found for nurses (AOR 1.5; 95%CI 1.2 to 1.9) and residents (AOR 1.9; 95%CI 1.04 to 3.6). Basic scientists (AOR 10.0; 95%CI 5.7 to 17.6), physicians (AOR 2.8; 95%CI 1.9 to 4.1) and nurses (AOR 2.1; 95%CI 1.3 to 3.5) had higher odds of patient/clientrelated burnout. Conclusions Types of burnout are unevenly distributed in academic medical centres. Physicians have higher risk of personal and patient/client-related burnout, residents have higher risk of work-related burnout, basic scientists are at higher risk of client-related burnout and nurses have higher odds of all three types of burnout. Interventions addressing the problem of burnout in clinical environments may be inadequate to support biomedical scientists. [ABSTRACT FROM AUTHOR]

This article explores the extent to which lesbian, gay, bisexual, or transgender (LGBT) content is included in the Psychiatry Residency in Training Exam (PRITE®) questions and how these rates compare with other specialized topics. Five PRITE in-training examinations from 2009–2013 were reviewed for questions relating to LGBT issues, trauma and abuse, pregnancy and postpartum, and religion and culture. Totals for each category were tabulated and compared with each other and to the total number of questions (300 questions for each year analyzed). The LGBT category had the fewest number of questions of the categories examined. Out of a total of 1,500 questions over five years, three question stems or answer choices had LGBT content. This is an average of less than one item per year (out of 300 questions). Given the increased national attention devoted to improving health care disparities for sexual minorities, increased coverage of this topic in the residency education examination in psychiatry appears to be warranted. [ABSTRACT FROM PUBLISHER]

The article presents the case of an 11-year-old boy with psychotic symptoms and catatonia. The boy was referred for worsening emotional instability, disruptive behavior and concerns regarding psychotic symptoms over the past year. Mother of the boy repoort that the boy was diagnosed with autism, intellectual disability, and language disorder.