Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry
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New residency training directors are often faced with multiple competing tasks such as meeting Accreditation Council for Graduate Medical Education (ACGME) Psychiatry Program Requirements and achieving successful completion of residency review committee (RRC) site visits. For many years, the authors have presented workshops on this subject at the American Association of Directors of Psychiatry Residency Training (AADPRT) annual meetings, and many attendees have suggested publishing this information in detail. The authors provide new residency training directors with a model of comprehensive resident, faculty, and training program records and accurate documentation of compliance with psychiatry program requirements for a successful RRC site visit. ⋯ The proposed working guide designed to meet program requirements for full program accreditation may be of particular use to new residency training directors.
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Among psychiatric educators of medical students and residents are those who are referred to as volunteer faculty. Their unpaid status, limited time to devote to teaching, and isolation from most of the core faculty present us with the challenge of better integrating them with the team of educators. The author describes a faculty development demonstration project in a community-based medical education setting. ⋯ Faculty development workshops offered to voluntary and core faculty may encourage collaboration between groups, enhance teaching, and become a meaningful aspect of continuing education. Increased interaction with volunteers may lead educators to reframe the concept of faculty.