Pediatric Telepsychiatry Curriculum Graduate Medical Education (GME) and Continuing Medical Education (CME) May 2020 AUTHORS Sandra M. DeJong, MD, MSc Cambridge Health Alliance/Harvard Medical School 1493 Cambridge Street, Cambridge MA 02139
[email protected] Members of the American Academy of Child and Adolescent Psychiatry (AACAP) Telepsychiatry Committee: Dan Alicata, MD Debbie Brooks, MD Shabana Khan, MD – Co -Chair Kathleen Myers, MD David Pruitt, MD – Co-Chair Ujjwal Ramtekkar, MD David Roth, MD Lan Chi ”Krysti” Vo, MD Additional Contributors: Bianca Busch, MD 2 TABLE OF CONTENTS Section Topic Page 2 Table of Contents…………………………………………. 3 3 Introduction………………………………………………… 4 4 Curriculum Overview……………………………….…….. 8 5 Goals and Objectives……………………………….……. 10 6 Curriculum Outline…………………………………..……. 16 7 Curriculum Guide…………………………………………. 23 8 Evaluation Tools…………………………………………… 33 9 Evaluation and Dissemination of Curriculum……… 69 10 Acknowledgements………………………………………. 70 11 References…………………………………………………. 71 12 Appendix………………………………………………… 75 3 Section 3 INTRODUCTION This curriculum was developed using Kern’s 6-stage model of curriculum development. KERN’S 6-STAGE MODEL OF CURRICULUM DEVELOPMENT 1. Identification of the core need/problem and general needs assessment 2. Targeted needs assessment 3. Development of broad goals and measurable specific objectives 4. Development of educational content and method 5. Implementation 6. Evaluation and feedback at the level of the individual learner and the program Thomas, et al. 2016 PROBLEM IDENTIFICATION AND NEEDS ASSESSMENT The United States currently faces a dire shortage of child/adolescent psychiatrists (CAPs). While the estimated need is 30,000, only 8,000 CAPs are in practice nationally, and their mean age is 53 years. Most counties in the United States (US) have no CAPs, and the average wait time to see a CAP is 7.5 weeks (AACAP 2018).