Objectives
Program Structure
Clinical Experience Block Diagram
Didactic Experience Block Diagram
Evaluation
Scholarly Activity

Objectives
We believe that optimal learning occurs within an educational environment stressing the collaborative efforts of adult learners.

1. Competence to maintain adequate knowledge in the established and evolving medical science domains relevant to the practice of child and adolescent psychiatry.
2. Competence in patient care including:
   1. psychotherapeutic interventions that include brief and long-term individual psychotherapy, family therapy, group therapy, supportive psychotherapy, psychodynamic psychotherapy, behavioral therapy, and cognitive-behavioral therapy.
   2. safely and appropriately prescribe and manage psychotropic medication treatment.
   3. manage patient crisis safely in multiple settings including ambulatory care centers, emergency rooms, day treatment programs, residential treatment facilities, and inpatient psychiatric units.
3. Competence to develop and maintain appropriate interpersonal therapeutic relationships and communicate effectively with patients, patients’ families, professional associates and the public.
4. Competence to review and critically assess the scientific literature and their own practice to improve their patient care.
5. Competence to behave professionally including; placing patient care beyond self-interests, maintaining continuity of care, responding effectively and appropriately to patient needs, acting ethically and demonstrating respect for the patient and colleagues.
6. 5. Competence to work effectively in diverse systems involved in treating children and adolescents including educational, social service, medical, legal and community systems of care .

Program Structure
Our clinical and didactic experience sequences mirror our philosophy of collaborative education.  The clinical experience block diagram (linked to web page) identifies two clinical experience tracks: an Inpatient/Hospital Consultation Liaison/Neurodevelopmental year and an Ambulatory year.  Residents may start their education in either track in their first year switching to the other track to complete their education.  Our didactic experience block diagram (link to web page) identifies three didactic tracks: a summer didactic sequence, a Year A and a Year B didactic experience.  Didactic experiences emphasize descriptive developmental psychopathology using case based treatment conferences to teach treatment algorithms. 

Clinical Experience

Thus a Year 1 resident may begin training in the Inpatient/Hospital Consultation Liaison/Neurodevelopmental Year or the Ambulatory year; then move to the other clinical sequence when promoted. Year 1 residents have a different didactic sequence than Year 2 residents. Year 1 and Year 2 competencies specify the knowledge, skills and attitudes that demonstrate the residents’ capacity for independent practice.  Thus, a graduating resident completes all required clinical experiences and didactic programs regardless of the initial clinical sequence, and the residents function as a group through out their educational experience. 

This table illustrates the similarities and differences between Year 1 and Year 2 residents. The next section displays the block diagrams of the resident’s clinical and didactic experiences.  You can download goals, objectives and competencies of each clinical and didactic experience as a PDF format here. 

Clinical Experiences

Inpatient/Hospital Consultation Liaison/Neurodevelopmental Year

Acute Inpatient Child and Adolescent Friends Hospital 4 Months 100% Effort	Developmental Pediatrics/Pediatric Neurology 3 Months 100% Effort	Hospital  Consultation/Liaison St. Christopher's Hospital For Children 3 Months 100% Effort	Electives** 2 Months 100% Effort
Emergency Hospital Consultation (Night Call) St. Christopher's Hospital for Children (Approximately 4 calls/month)

Ambulatory Year

Psychiatry Outpatient Clinic 12 Months 60% Effort NHS

15% Elective**

School Consultation 6 Months NHS 15% Effort

Emergency Hospital Consultation (Night Call) St. Christopher's Hospital for Children (Approximately 4 calls/month)

** Depending upon time available developmental disorder, managed care, psychological testing, eating disorders sleep medicine, substance abuse treatment and other electives can either be 2 months, 100% effort or 12 months, 15% effort

Didactic Experiences

July-August

Tuesday (Year 1 only) and Thursday 09:00 – 17:00

Yearly
	Year 1 Residents	Year 2 Residents
09:00 – 11:00	Clinical & Administrative Orientation	Psychiatry & Child Psychiatry PRITE Review
11:00 – 12:00	Structured Interviews and Rating Scales
Year 1 and 2 Residents
13:00 – 15:00	Child Psychiatry PRITE Review
15:00 – 17:00	Child and Adolescent Psychiatry Residency Program Manual Review

September – June

Thursday 09:00 - 17:00

YEAR A (2007-2008)
09:00 – 10:00	Normal Development
10:00 – 11:00	Psychopathology
11:00 – 12:00	Case-Based Therapeutics: CBT, Psychodynamic & Psychopharmacologic
12:30 – 13:30	Grand Rounds
14:00 – 16:00	Learning Evidence Informed Practice Alternating with Resident Meeting
16:00 – 17:00	Psychiatry/Child Psychiatry PRITE Review

YEAR B (2009-2010)
09:00 – 10:00	Mini Courses*
10:00 – 11:00	Psychopathology & Mini Courses*
11:00 – 12:00	Case-Based Therapeutics: Family, Group, Psychopharmacologic
12:30 – 13:30	Grand Rounds
14:00 – 16:00	Evidence Informed Practice (Journal Alternating with Resident Meeting)
16:00 – 17:00	Psychiatry/Child Psychiatry PRITE Review

*Mini Courses:

• Administrative Psychiatry
• Career Development
• Child Psychiatry and the Law
• Consultation/Liaison Psychiatry
• Cultural Influences on Development, Psychopathology and Treatment
• Developmental Neurobiology and Psychopathology
• Healthcare Economics
• Ethics in Child and Adolescent Psychiatry
• Pediatric Neurology
• Psychological & Neuropsychological Testing

Scholarly Activity

Background & Rationale
Goals
Objectives

Background and Rationale
Graduate medical education must take place in an environment of inquiry and scholarship in which residents participate in the development of new knowledge, learn to evaluate research findings, and develop habits of inquiry as a continuing professional responsibility. In this context, Scholarship is defined as the following:

1. the scholarship of discovery, as evidenced by peer-reviewed funding or by publication of original research in a peer-reviewed journal;
2. the scholarship of dissemination, as evidenced by review articles or chapters in textbooks
3. the scholarship of application, as evidenced by the publication or presentation of, for example, case reports or clinical series at local, regional, or national professional and scientific society meetings.

Complementary to the above scholarship is the regular participation of the teaching staff in clinical discussions, rounds, journal clubs, and research conferences in a manner that promotes a spirit of inquiry and scholarship (e.g., the offering of guidance and technical support for residents involved in research such as research design and statistical analysis); and the provision of support for residents’ participation, as appropriate, in scholarly activities.

Goals:
Create an environment of inquiry and scholarship in which residents participate in the development of new knowledge, learn to evaluate research findings, and develop habits of inquiry as a continuing professional responsibility.

Objectives:
By the time of graduation all residents will be able to:

1. Read and discuss historical literature relevant to the current practice of child and adolescent psychiatry.
2. Discuss the principles of research design, the protection of human subjects in research studies, organizing and maintaining data sets, data analysis, and presentation of findings from research studies
3. Differentiate various levels of evidence, ranging from case reports to double-blind placebo-controlled trials
4. Review independently a relevant article regarding its design and place in the treatment literature
5. Analyze and assess the quality and applicability of research articles.
6. Use analysis of relevant literature to improve current practice.
7. Present and discuss the results of their scholarly project to the faculty.

 
 
Evaluation

The Drexel University College of Medicine Hahnemann University Hospital Program in Child and Adolescent Psychiatry maintains high quality education in an ever-changing healthcare and educational environment through mutual and continuous evaluation of residents, faculty and Program effectiveness.  Competency is a developmental process.  As physicians, we must see practice in the context of “life-long learning,” and our evaluations should reflect the minimal standards of competent care for the developmental level of the individual being evaluated.

The ACGME Program Requirements define the national standard and goals for resident education.  Each program interprets and implements these standards within its unique situation and healthcare environment. Our Program Manual, given to each incoming resident and updated yearly, identifies the program goals, objectives, competencies, roles, responsibilities, processes and procedures guiding residency education. As such, resident, faculty and program evaluation guides the education process. The ACGME Program Requirements interpreted and administered according to the Program Manual create the standards against which residents and faculty evaluate educational outcomes and assure meeting both core and specialty specific competencies. You can download a PDF copy of our evaluation and resident performance standards here.