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This book outlines the workplace-based assessments (WPBAs) that are required by the current competency-based psychiatry curriculum. The authors explore the theory and practice of different assessment methods such as case-based discussion, long-case evaluation and directly observed practice, changes in the MRCPsych examinations and multi-source feedback.
In psychiatry, as in many other medical disciplines, training is shifting from an emphasis on testing factual knowledge towards a system based on continuing assessment and the acquisition of practical skills and competencies. Workplace Based Assessments in Psychiatric Training describes current approaches to these new assessment systems around the world, provides practical advice regarding their implementation and makes recommendations for future developments. The book opens with an overview and analysis of methods of workplace based assessments, followed by a review of the trainee assessment from the patient perspective. Chapters contain in-depth, detailed discussion of recent developments in Canada, Denmark, India, the UK and the USA. The book reviews both technical developments in assessment tools and techniques and the socio-political context within which these have taken place. With a practical focus and unique global perspective, this is a 'must buy' for anyone responsible for the supervision of psychiatric trainees.
Providing a comprehensive and evidence-based reference guide for those who have a strong and scholarly interest in medical education, the Oxford Textbook of Medical Education contains everything the medical educator needs to know in order to deliver the knowledge, skills, and behaviour that doctors need. The book explicitly states what constitutes best practice and gives an account of the evidence base that corroborates this. Describing the theoretical educational principles that lay the foundations of best practice in medical education, the book gives readers a through grounding in all aspects of this discipline. Contributors to this book come from a variety of different backgrounds, disciplines and continents, producing a book that is truly original and international.
The U.S. Social Security Administration (SSA) provides disability benefits through the Social Security Disability Insurance (SSDI) and Supplemental Security Income (SSI) programs. To receive SSDI or SSI disability benefits, an individual must meet the statutory definition of disability, which is "the inability to engage in any substantial gainful activity [SGA] by reason of any medically determinable physical or mental impairment which can be expected to result in death or which has lasted or can be expected to last for a continuous period of not less than 12 months." SSA uses a five-step sequential process to determine whether an adult applicant meets this definition. Functional Assessment for Adults with Disabilities examines ways to collect information about an individual's physical and mental (cognitive and noncognitive) functional abilities relevant to work requirements. This report discusses the types of information that support findings of limitations in functional abilities relevant to work requirements, and provides findings and conclusions regarding the collection of information and assessment of functional abilities relevant to work requirements.
This is a second edition of Get Through MRCPsych Part 2: Long Case Presentations - 978-1-85315-689-7. Introduced as part of the Modernising Medical Careers initiative, workplace based assessments (WPBAs) are a key part of psychiatry training, tracking trainees competence in essential skills, and counting towards the requirements for entry to the va
The United States Social Security Administration (SSA) administers two disability programs: Social Security Disability Insurance (SSDI), for disabled individuals, and their dependent family members, who have worked and contributed to the Social Security trust funds, and Supplemental Security Income (SSSI), which is a means-tested program based on income and financial assets for adults aged 65 years or older and disabled adults and children. Both programs require that claimants have a disability and meet specific medical criteria in order to qualify for benefits. SSA establishes the presence of a medically-determined impairment in individuals with mental disorders other than intellectual disability through the use of standard diagnostic criteria, which include symptoms and signs. These impairments are established largely on reports of signs and symptoms of impairment and functional limitation. Psychological Testing in the Service of Disability Determination considers the use of psychological tests in evaluating disability claims submitted to the SSA. This report critically reviews selected psychological tests, including symptom validity tests, that could contribute to SSA disability determinations. The report discusses the possible uses of such tests and their contribution to disability determinations. Psychological Testing in the Service of Disability Determination discusses testing norms, qualifications for administration of tests, administration of tests, and reporting results. The recommendations of this report will help SSA improve the consistency and accuracy of disability determination in certain cases.
This issue of Psychiatric Clinics, guest edited by Drs. Robert J. Boland and Hermioni Lokko Amonoo, will discuss a Psychiatric Education and Lifelong Learning. This issue is one of four each year selected by our series consulting editor, Dr. Harsh Trivedi of Sheppard Pratt Health System. Topics in this issue include: Types of Learners, Incorporating cultural sensitivity into education, The Use of Simulation in Teaching, Computer-Based teaching, Creating Successful Presentations, Adapting Teaching to the Clinical Setting, Teaching Psychotherapy, Competency-Based Assessment in Psychiatric Education, Giving feedback, Multiple Choice Tests, The use of narrative techniques in psychiatry, Fostering Careers in Psychiatric Education, Neuroscience Education: Making it relevant to psychiatric training, Lifelong learning in psychiatry and the role of certification, and Advancing Workplace-Based Assessment in Psychiatric Education: Key Design and Implementation Issues.
ABC of Learning and Teaching in Medicine is an invaluable resource for both novice and experienced medical teachers. It emphasises the teacher’s role as a facilitator of learning rather than a transmitter of knowledge, and is designed to be practical and accessible not only to those new to the profession, but also to those who wish to keep abreast of developments in medical education. Fully updated and revised, this new edition continues to provide an accessible account of the most important domains of medical education including educational design, assessment, feedback and evaluation. The succinct chapters contained in this ABC are designed to help new teachers learn to teach and for experienced teachers to become even better than they are. Four new chapters have been added covering topics such as social media; quality assurance of assessments; mindfulness and learner supervision. Written by an expert editorial team with an international selection of authoritative contributors, this edition of ABC of Learning and Teaching in Medicine is an excellent introductory text for doctors and other health professionals starting out in their careers, as well as being an important reference for experienced educators.