Defining competencies for the practice of telepsychiatry through an assessment of resident learning needs
Defining competencies for the practice of telepsychiatry through an assessment of resident learning needs
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DOI：
10.1186/s12909-016-0529-0
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发表时间：
2016-01-26
影响因子：
3.6
通讯作者：
Soklaridis, Sophie
中科院分区：
文献类型：
--
作者：
Crawford, Allison;Sunderji, Nadiya;Soklaridis, Sophie
背景：学习需求的基本评估是从以前的远程精神病学课程的报告失踪。我们使用了深入的需求评估，以确定有效的远程精神病学的实践所需的具体技能，并提供了一个证据基础，指导远程精神病学课程的发展研究生精神病学培训。许多这些技能设置远程精神病学除了在传统的面对面的临床环境中的实践，或从适应临床实践，以满足需求的远程精神病学接口在patient care.Methods：我们使用了一个定性的，修改扎根理论的方法来深入了解远程精神病学培训的重要领域研究生精神病学住院医师。教师和居民的16个访谈（9和7个访谈，分别），让参与者反映他们的远程精神病学的经验。数据，然后进行了主题analysed.Results：访谈受访者确定的重要方面的背景下，远程精神病学培训，熟练地实践远程精神病学所需的技能，并获得这些技能所需的教学和学习方法。确定了具体的能力领域：技术技能;评估技能;关系技能和沟通;协作和跨专业技能;行政技能;法医技能;社区精神病学和社区特定知识;文化精神病学技能，包括土著文化知识;以及卫生系统知识。在这项研究中确定的技能映射以及能力为基础的医学教育frameworks.Conclusions：远程精神病学越来越多地被采用作为一种解决方案，如区域差异，在获得医疗保健系统的问题，它需要明确的能力发展。确保在住院医师培训期间充分和高质量地接触远程精神病学可以对我们的卫生系统和卫生公平产生积极影响。
Background: A foundational assessment of learning needs is missing from previous reports of telepsychiatry curricula. We used an in-depth needs assessment to identify specific skills required for the practice of effective telepsychiatry, and provide an evidence base to guide the development of telepsychiatry curricula in postgraduate psychiatry training. Many of these skills set telepsychiatry apart from practice in traditional face-to-face clinical settings, or result from adaptations to clinical practice to meet the needs of a telepsychiatry interface in patient care.Methods: We used a qualitative, modified grounded theory approach to gain insight into areas of importance for telepsychiatry training in postgraduate psychiatry residency. 16 interviews of faculty and residents (9 and 7 interviews, respectively), allowed participants to reflect on their experiences in telepsychiatry. Data were then thematically analyzed.Results: Interview respondents identified important aspects of the context for telepsychiatry training; the skills required to competently practice telepsychiatry; and the desired teaching and learning methods for acquiring these skills. Specific domains of competency were identified: technical skills; assessment skills; relational skills and communication; collaborative and interprofessional skills; administrative skills; medico-legal skills; community psychiatry and community-specific knowledge; cultural psychiatry skills, including knowledge of Indigenous cultures; and, knowledge of health systems. The skills identified in this study map well to competency-based medical education frameworks.Conclusions: Telepsychiatry is increasingly being adopted as a solution to health systems problems such as regional disparities in access to care, and it requires explicit competency development. Ensuring adequate and quality exposure to telepsychiatry during residency training could positively impact our health systems and health equity.