scholarly journals Audit of case-load and case mix of higher specialist trainees in child and adolescent psychiatry

2002 ◽  
Vol 26 (6) ◽  
pp. 212-215 ◽  
Author(s):  
Nicola Sharp ◽  
Tim Morris
Keyword(s):  
Adolescent Psychiatry ◽  
Clinical Work ◽  
Child And Adolescent ◽  
Child And Adolescent Psychiatry ◽  
Case Mix ◽  
Service Needs ◽  
Audit Process ◽  
Case Load ◽  
Self Harm ◽  
Audit Cycle

AIMS AND METHODThe aim of the audit was to ensure that the case-load and case mix for trainees in child and adolescent psychiatry met Child and Adolescent Psychiatry Specialist Advisory Committee guidelines and that trainees were seeing cases with an appropriate mix of age, gender and diagnoses. Data on case-load and case mix were analysed annually and problem areas were identified and reviewed when the audit cycle was repeated. The audit cycle has been repeated three times.RESULTSSpecific findings from the audit included: female trainees were seeing a high percentage of girls; male trainees were seeing a high percentage of boys; some trainees were seeing a high proportion of cases of deliberate self-harm; and there was a recent increase in the number of cases of attention-deficit hyperactivity disorder. The first two issues were rectified as a result of the audit process; the last is being monitored.CLINICAL IMPLICATIONSTraining needs should come before service needs. Auditing trainees' case-loads and case mixes helped best to utilise the time available for clinical work during training.

scholarly journals Commentary: audit of case-load and case mix of higher specialist trainees in child and adolescent psychiatry

2002 ◽  
Vol 26 (6) ◽  
pp. 208-209
Author(s):  
David Cottrell
Keyword(s):  
Royal College ◽  
Adolescent Psychiatry ◽  
Child And Adolescent ◽  
Child And Adolescent Psychiatry ◽  
Case Mix ◽  
Annual Cycles ◽  
Case Load ◽  
The Past ◽  
Recent National Survey ◽  
Made In

The Child and Adolescent Psychiatry Specialist Advisory Sub-Committee (CAPSAC) of the Royal College of Psychiatrists has produced a detailed set of advisory papers covering all aspects of training in child and adolescent psychiatry, the existence of which makes the audit of training a more straightforward task than in the past (Royal College of Psychiatrists Higher Specialist Training Committee, 1999). The paper by Sharp and Morris (see pp. 212–215, this issue) is part of a continuing tradition of audit and evaluation of higher training in child and adolescent psychiatry (Garralda et al, 1983; Bools & Cottrell, 1990; Smart & Cottrell, 2000). In the past, supervision (or lack of it) has been a preoccupation (see Kingsbury & Allsopp, 1994). However, the most recent national survey of higher trainees in child and adolescent psychiatry suggests that the number of trainees receiving inadequate supervision is continuing to fall (Smart & Cottrell, 2000). Sharp and Morris focus instead on case-load and case mix and are to be commended for persevering over three annual cycles with an audit that clearly demonstrates changes being made in the light of data collected, followed by re-audit and re-evaluation – audit projects rarely ‘close the loop’ so clearly.

A patient safety and quality improvement curriculum for child and adolescent psychiatry fellows using the Learning from Defect Tool

2021 ◽  
pp. 251604352110449
Author(s):  
Elizabeth K Reynolds ◽  
Cheryl Connors ◽  
J Lynn Taylor ◽  
Roma A Vasa
Keyword(s):  
Patient Safety ◽  
Quality Improvement ◽  
Adolescent Psychiatry ◽  
Curriculum Evaluation ◽  
Clinical Work ◽  
Child And Adolescent ◽  
Child And Adolescent Psychiatry ◽  
The Future ◽  
Intention To Participate ◽  
Safety Event

The purpose of this article is to describe the development and evaluation of an 11-session patient safety and quality improvement curriculum for first-year child and adolescent psychiatry fellows. The curriculum uses the Learning from Defects tool which teaches fellows how to conduct an analysis of a safety event they have encountered in their clinical work. The Learning from Defects tool provides a structured approach to address adverse clinical events and identify system failures by providing a framework to determine what happened, examine why it happened, implement interventions to reduce the probability that a similar event will recur, and evaluate whether the interventions were effective. Six fellows participated in the curriculum during their protected didactics time. Curriculum evaluation included an assessment of fellows’ knowledge, skills, and attitudes toward patient safety and quality improvement before and immediately after the curriculum, and 6-months later. Immediately upon completion of the curriculum, fellows reported more confidence and comfort with patient safety and quality improvement-related tasks in their clinical practice. Fellows reported a positive perception of the curriculum related to their learning objectives and utility in the future career. At the 6-month follow-up, the majority of fellows continued to work on their Learning from Defects project and endorsed the intention to participate in patient safety and quality improvement work in the future. This study provides preliminary support for implementing this patient safety and quality improvement curriculum utilizing the Learning from Defects tool in child and adolescent psychiatry fellowship programs. The Learning from Defects tool offers a practical way to teach patient safety and quality improvement skills that potentially can be generalized to future clinical work.

Handbook for Trainees in Child and Adolescent Psychiatry and Psychology

PsycCRITIQUES ◽  
2007 ◽  
Vol 52 (43) ◽  
Author(s):  
Marios Constantinou ◽  
Margarita Kapsou ◽  
Maria Karekla
Keyword(s):  
Adolescent Psychiatry ◽  
Child And Adolescent ◽  
Child And Adolescent Psychiatry
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