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ResearchResearch
Post-Graduate Psychiatry Education Evaluation: Singapore’s experience
Associate Professor John CM Wong Vice Chairman Medical Board (Education), National University Hospital (NUH)Head, Dept of Psychological Medicine,National University of Singapore and NUH
14 Sept 2011
Clinical careClinical care
EducationEducation
Scope
Overview of psychiatry training programs 1960s till nowNew approaches to psychiatry training in Singapore
Curriculum evaluationTrainee evaluationFaculty teaching evaluation
46 Years of Transformational Journey: A Singapore’s Experience
An Artificial DiamondCreated
ByStress
SINGAPORE
The City State of Singapore
5
•Population = 4.6m (3.6m residents)
•2007 GDP = S$225B (US$150B)
•Area = 704 sq km (22% reclaimed)
Necessity Compelled Singapore to Create Space
“What we lack in numbers,
we will make up for in
quality: in the standards of
discipline, dedication and
leadership …”Minister MentorLee Kuan Yew
A Small Country Can Survive and Thrive
Agile
Integrated
•Decide Quickly•Implement Quickly•Change Course Quickly
•Within Organizations•Across Organizations•Over Time
Open
•Open to Talent•Open to Investment•Open to New Ideas
•Instinct for Survival•Helpful & Relevant
To Achieve Happiness, Prosperity and Progress for To Achieve Happiness, Prosperity and Progress for Our NationOur Nation
1. Overview of Postgraduate Psychiatry Training in Singapore
Evolution of Psychiatry training in Singapore: 3 Phases
1. 1960s to 1980: Local and United Kingdom (UK Royal College of Psychiatrists)
2. 1980 to 2010: 3 years Basic Specialty Training and 3 years Advanced Specialty (6 years)
3. 2010 May onwards: 5 year Psychiatry Residency Program (ACGME-International)
1980s- 2000: Focus of Specialty Training
3 Basic areas of training:KnowledgeSkills Attitude
‘Apprenticeship’ and mentoringIndividualized In-depth trainingSummative Assessment and Clinical examinations Problem with capacity and consistency (lacking standardization)
Over at NUH & NUS
Our VisionShaping Medicine for the Future
Our MissionAdvancing Health by Integrating Excellent
Clinical Care, Research and Education
Students today
Clinical Care
Research
Teaching
At National University Hospital, At National University Hospital, Medical Education is important in Medical Education is important in achieving achieving ……....
Medical Education EnterpriseMedical Education Enterprise
Teaching Focus Teaching Focus
1. Basic Specialty Training (BST) Programme• Trainees are selected by Specialist Training Committee
for a particular discipline.• During BST, trainee acquire a postgraduate
qualification, M.Med of the National University (NUS) or its equivalent in the relevant specialty.
Basic Traineeship SpecialtyAnaesthesiology OtorhinolaryngologyDiagnostic Radiology Paediatric MedicineEmergency Medicine PathologyInternal Medicine PsychiatryObstetrics & Gynaecology Public HealthOccupational Medicine SurgeryOphthalmology Radiation Oncology
Postgraduate TrainingPostgraduate Training
2. Advanced Specialty Training (AST) Programme
• Trainees are selected by the Joint Committee on Specialist Training (JCST).
• Upon certified of satisfactory completion of AST programme, trainee apply for Specialist Registration with the Specialist Accreditation Board.
• Trainee eligible for promotion to Associate Consultant
Postgraduate TrainingPostgraduate Training
Anaesthesiology Infectious Diseases Paediatric SurgeryCardiology Internal Medicine PathologyCardiothoracic Surgery Medical Oncology Plastic SurgeryDermatology Neurology PsychiatryDiagnostic Radiology Neurosurgery Public HealthEmergency Medicine Nuclear Med Radiation OncologyEndocrinology Obstetrics & Gynaecology Rehabilitation MedicineGastroenterology Occupational Medicine Renal MedicineGeneral Surgery Ophthalmology Respiratory MedicineGeriatric Medicine Orthopaedic Surgery RheumatologyHaematology Otorhinolaryngology UrologyHand Surgery Paediatric Medicine
Advanced Traineeship Specialty
Postgraduate TrainingPostgraduate Training
Senior Consultants
Consultants
Associate Consultants
Registrars / Residents
Medical Officers / Residents
House Officers / Residents
Specialists
Advanced Specialty Trainees / Residency
Basic Specialty Trainees / Residency
Residency
Clinical Career ProgressionClinical Career Progression
2. Program Assessment of Basic & Advanced Psychiatry Specialty Training Program
Performance Standards for PG Teaching – Global Ratings
Minimum Standard : MoH funding guidelines
50% : 1) 4 hrs of protected training time per week; 2) 12 days of study leave per year; and
50% : 3) a minimum qualitative rating of 7 and above on a rating scale of 10 by trainees and the STCs.
5 Questions for Assessment of PostingStructure & Programme1) Is there protected time made available weekly for your training? Yes / No
2) Are there structured training programmes provided in the department that is relevant to your training? Yes / No
Interaction and Supervisor’s Report3) Are the arrangements for formal meetings with designated supervisors adequate?
(Recommended frequency: Once per month) Yes / No
Cases & Procedures4) Are the range of cases / procedures that you managed / performed useful and relevant to your specialty? Yes / No
Overview5) Globally, how would you rate the department that you are posted to in terms of its usefulness and effectiveness in your training as a trainee
(Please select)Scale of 1 – 10 (1 to 4 – Below Average, 5 to 6 – Average, Above 7 – Good)
Postgraduate Survey Questions
Performance ThresholdPG Trainees’ Rating of Training
(7 to 10) for Nov 09 – Oct 10
Perfect Scores: • Lab Med• Gastro&Hepato,• Neonates• Paeds Surgery• Pathology• Urology
Most Improved: • Gastro&Hepato• Paeds Surgery
Large Depts (28 trainees):• Paeds (96%)
PG Training Deliverables 4 hrs of Protected Training Time / Week
3. New Psychiatry Residency Program
Institutional structure that will accord adequate resources for training and education
Training focus on 6 Core Competencies
Planned learning experiences for trainees so that they see the range and number of cases needed to develop necessary competencies
Designated core faculty with protected time to plan curriculum, guide and supervise Residents, perform formative assessments, and
Regular structured formative assessment that is inbuilt to provide continuous, periodic assessment of residents’ skills and performances with multiple evaluations of institution, program, faculty and residents.
Accreditation by the ACGME - Accreditation Council of Graduate Medical Education (US based)
6 Core Competencies: Residency
Competence
Professional medical competence : “the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values and reflection in daily practice, for the benefit of individual and community being served”Incorporates cognitive, technical, integrative, contextual, relational, affective, moral and mindful qualities
National University Health Systems SingHealth Tan Tock Seng
Hospital
3 Sponsoring Institutions (SI)3 Sponsoring Institutions (SI)
Our VisionOur Vision
Shaping future medical leaders
Our MissionOur Mission
Providing holistic medical training to develop evidence-based and compassionate clinicians,
in a vibrant academic environment and a culture of continual improvement
NUHS Residency NUHS Residency –– Vision and MissionVision and Mission
• Careful selection of residents based on alignment to the NUHS values of Teamwork, Respect, Integrity, Compassion and Excellence
• Close structured training and formative assessment & evaluation
• Strive to have the best training program in each specialty and to ensure that our graduates are highly competent and sought after
CEO and CMB leading our residents on a 3 day 2 night Outward Bound Singapore Orientation!
Core Education Program that takes place every Friday 2pm to 4pm
The NUHS Residency Program The NUHS Residency Program ––Shaping our future medical leadersShaping our future medical leaders
Resident Evaluations
Methods of evaluation Core competencies
1 2 3 4 5 6
Record review x x xChart stimulation recall x x x x xCheck list x x x x xGlobal rating x xStandardized patient x x xObjective structured clinical evaluation (OSCE) x x x x xStimulations and models x x x x3600 global rating x x x x x xPortfolios x x x xMultiple choice questions exam (MCQ exam) x x xOral exam x x x xProcedures or case logs x x xPatient survey x x x x x x
Model for therapeutic risk (suicide) management: integrated into core competencies trainingRL Frierson et al 2009
Patient CareResident ask all new patients suicidal ideation
& history past attemptDisplay compassion, establish therapeutic
allianceDevelop systematized treatment plan on
patient's needs
Medical knowledgeResident familiar with risk factors for suicide Understand appropriate treatment modalities for
psychiatric illnesses associated with suicidal behavior
Familiar with emergency retention & mental health act statutes
Practice based learningResident consults supervisor when treating
patients with identified increased suicide riskFamiliar with phenomenology of all suicidal
behavior that impact on managementResidents participate in Suicide Death Review
Round
Interpersonal & Communication SkillsResidents attuned to attitudes about suicidal
behavior in patient’s cultural contextPresent the need for involuntary hospitalization
to suicidal patientsCommunicates to supervisor on patient's
clinical progress
ProfessionalismResident seeks patient’s permission to involve
family members in treatment and discharge planning
Manage medical legal reporting under supervision
System-based practicesResident documents a comprehensive risk
assessment including case specific considerations
Awareness of patient placement options under psychiatric emergencies
Collaborates with psychologists, nurses, social workers in mutli-disciplinary care plan
Resident Performance Evaluation and Feedback Flow-Chart
Daily Informal Guidance by Physician Faculty
Mode of Evaluation
Domains and ToolsOf Evaluation
FeedbackProcess
6 Core Competencies.Direct Observation
Mini-CEXCase-based Discussion
Learning EvaluationChart / Patient Survey
Direct constructive feedback and reinforcement of desired skills& attributes.
Timely correction of performance issues.
End of Assignment by Subspecialty Faculty
(Monthly)
6 Core Competencies.End-Rotation (NI).
MCQ and/or Viva Test.Case-based Discussion.
Results of Resident Evaluation to be done in confidential manner
PC will collate, de-identify and summarizemonthly resident evaluations for CCC review.Results of MCQ and CbD to Training Portfolio.
3 monthly Mentor – Resident Feedback
(Sep, Dec, Mar, Jun)
Fulfillment of Clinical & Academic Goals.
Identification of Training & Case-load Shortfalls.
Identification of Impediments to Education & Training.
Direct constructive feedback on Resident clinical and academic performance.
Reinforcement of good and excellent performances.
Faculty with Resident can escalate system or curriculum based issues to PD and APD to improve the next round of training
rotations.
6-monthly CCC Review(Dec, Jun)
6 Core Competencies.Collated End-Rotation Evaluations
(NI).Collated DOPS, Mini-CEX, CbD,
MSF reports.Collated MCQ, Viva, ITE, MMed
Examinations.
Results of Evaluation in confidential mannerPC will collate, de-identify and summarize
resident evaluations for CCC review.CCC makes recommendations in Training Portfolio.
6-monthly PD Review with Resident(Jan, July)
CCC Review Report.Identify training shortfalls.Reward excellent / good
performances.
Identify the Resident with difficulties with appropriate remedies.Identify Resident with high potential to ‘push’ them further.
Formulate short term milestones and long term career goals with the Resident.
Resident Evaluation
360 –degree assessmentDirect Observation (mini CEX)Standard written and oral examinationsStandardized clinical examinationsPortfolios
4 months 4 months 4 months
Combined Comm Psy PsyG (IMH, CGH) Addiction (IMH)
Addiction (IMH) Combined Comm Psy PsyG (IMH, CGH)
PsyG (IMH, CGH) Addiction (IMH) Combined Comm Psy
Continuity Clinics / Electives Programme every afternoon*
MMED Part 1
12 months
Electives in (1) General Psychiatry, (2) Forensic Psychiatry, (3) Addiction Medicine, (4) Geriatric Psychiatry, (5) Child and Adolescent Psychiatry, (6) Community Psychiatry, (7) EPIP, (8) Research, (9) Consultant Liaison Psychiatry (including Eating Disorder, Perinatal Psychiatry, Neuropsychiatry), (10) Military Psychiatry, (11) or other RRC approved rotations
Exit
R2
R3
R4
R5
R1 6 months 6 months
Neurology Gen Medicine Gen Psy – inpatient (IMH, TTSH, CGH, SGH, NUH)
*Didactics one session per week / Introductory Psychotherapy Lectures
National Psychiatry Residency Programme
4 months 4 months 4 months
Emerg (IMH) CL (TTSH, KTPH, CGH, SGH, NUH) Forensic (IMH)
*Didactics one session per week
Forensic (IMH) Emerg (IMH) CL (TTSH, KTPH, CGH, SGH, NUH)
Child (IMH, NUH) Elective Gen Psy – inpatient (IMH, TTSH, CGH, SGH, NUH) MMED Part 2
4 months 2 months 4 months 2 months
Gen Psy – inpatient (IMH, TTSH, CGH, SGH, NUH) Child (IMH, NUH) Elective MRC Psych
Continuity Clinics / Psychotherapy every afternoon* Part 1, 2, 3
*Didactics one session per week CACS
*Didactics one session per week
Surgery (4 months) Gen Medicine (4 months) Neurology Gen Psy (IMH, TTSH, CGH, SGH, NUH)
CL (TTSH, KTPH, CGH, SGH, NUH) Forensic (IMH) Emerg (IMH)
May July Sep Nov Jan Mar May Jul
Faculty Requirements
Physician Faculty to Resident RatioIn addition to the program director, the core physician faculty to resident ratio must be no less than 1:6.The ratio of all physician faculty to residents, which includes all core faculty and the program director, should be 1:1.
Structured Portfolio
Medical record audit and QI project
1 / yearPatient
+Nurse or peer surveys:
2xyear
Practice-based learning and improvement
Systems-based practice
*Mini-CEX:
4-6/year
Interpersonal skills and Communication
I*TE:1/yea
r
Patient care
*Faculty Evaluations
EBM/Question
Log
Medical knowledge
Professionalism
University Hospital Medical Centre - 2012
National University of SingaporeSchool of Medicine’s
Centre for Translational Medicine MD6
Simulated OR
Simulated ICUs
Simulated Ward Clinical Skills
Centre for Translational Medicine Stimulated Hospital
Beyond post graduate psychiatry training: Maintenance of certification
Current: Singapore Medical CouncilValid qualifying accredited trainingEvidence of participation in continued medical education (CME) through academic, clinical training and scholastic programs
Future: 4 basic componentsEvidence of:
Professional standingCommitment to lifelong learning & periodic self assessmentCognitive expertiseEvaluation of performance in practice