MAP as a model for practice-based learning and improvement in child psychiatry training

Area of Science:

• Psychiatry
• Medical Education
• Psychotherapy

Background:

• Evidence-based treatments (EBTs) show positive outcomes but are underutilized in usual care.
• Improving psychotherapy teaching for clinicians-in-training is crucial to address this deficit.
• Accreditation Council for Graduate Medical Education (ACGME) mandates assessment of Practice-Based Learning and Improvement (PBLI) competencies.

Purpose of the Study:

• To pilot the Managing and Adapting Practice (MAP) program for child psychiatry fellows.
• To teach fellows both EBTs and PBLI skills.
• To apply MAP within a year-long outpatient clinic serving complex, multiply diagnosed psychiatric patients.

Main Methods:

• Eight child psychiatry trainees underwent 5 days of MAP training.
• Trainees delivered MAP in an outpatient teaching clinic setting.
• MAP's tools and resources were used to teach the eight required PBLI competency components.

Main Results:

• MAP facilitated the teaching of all eight PBLI competency components.
• A case example demonstrated MAP's utility in teaching PBLI.
• MAP assisted in teaching trainees to identify expertise deficits, set learning goals, and use scientific studies.

Conclusions:

• The MAP program is a unique method for teaching quality improvement and PBLI skills.
• MAP trains fellows in essential psychotherapy competencies.
• MAP enhances the delivery of EBTs in clinical practice through improved trainee skills.