Care Competencies for Psychiatric Education: Defining, Teaching, and Assessive Resident Competence
J Clin Psychiatry 2005;66(7):953-954 [book review]
© Copyright 2014 Physicians Postgraduate Press, Inc.
Purchase This PDF for $40.00
If you are not a paid subscriber, you may purchase the PDF.
(You'll need the free Adobe Acrobat Reader.)
Receive immediate full-text access to JCP. You can subscribe to JCP online-only ($86) or print + online ($156 individual).
With your subscription, receive a free PDF collection of the NCDEU Festschrift articles. Hurry! This offer ends December 31, 2011.
If you are a paid subscriber to JCP and do not yet have a username and password, activate your subscription now.
As a paid subscriber who has activated your subscription, you have access to the HTML and PDF versions of this item.
Click here to login.
Did you forget your password?
Still can't log in? Contact the Circulation Department at 1-800-489-1001 x4 or send email
Because this piece has no abstract, we have provided for your benefit the first 3 sentences of the full text.
The Accreditation Council for Graduate Medical Education
(ACGME) has traditionally focused on compliance with the
Residency Review Committee’s essentials of training in the accreditation
process of residency training programs. However, in
response to “[c]oncerns about patient safety, geographic variations
in patient care unrelated to medical science, and poor ‘customer
service’ for patients [that] have called into question the
competence of physicians and the health care systems in which
they work,”1(p243) the ACGME launched its Outcome Project.
This project resulted in the delineation of 6 general competencies
in medical education: patient care, medical knowledge,
practice-based learning and improvement, interpersonal and communication
skills, professionalism, and systems-based practice.