SPORTS PSYCHIATRY PORTABLE DIDACTIC ELECTIVE CURRICULUM ACGME MILESTONES-BASED SUPERVISOR EVALUATION OF RESIDENT Authors: Claudia L. Reardon, MD, University Health Services, Consulting Sports Psychiatrist, Badger Athletics; Associate Professor, University of Wisconsin School of Medicine and Public Health, Department of Psychiatry ([email protected]) Vuong Vu, MD, University of Wisconsin Hospital and Clinics, Department of Psychiatry ([email protected]) on behalf of the International Society for Sports Psychiatry Evaluation Form Release Date: May 2018 Medical Knowledge MK2. Psychopathology Not Has not achieved 1 2 3 4 observed, level 1 or relevant topic(s) not assigned Does not Able to list major risk Everything in level 1 Everything in levels Everything in levels satisfactorily factors for athletes plus: 1-2 plus: 1-3 plus: complete topic 12 being a danger to self (suicide in (i.e., satisfactorily Shows sufficient Demonstrates Demonstrates athletes). completes topic 12). knowledge to perform sufficient knowledge sufficient knowledge an initial medical and to include relevant to systematically MK2-1.2/B neurological evaluation medical and screen for, evaluate, in psychiatric athlete- neurological and diagnose common patients, specifically conditions, e.g., sport- medical conditions, including knowledge of related concussion and e.g., sport-related clinical features that overtraining concussion, could lead to a syndrome, in the overtraining suspected diagnosis of differential diagnosis syndrome, medical sport-related of psychiatric athlete- complications of concussion and patients (i.e., eating disorders, and knowledge of risk satisfactorily poor progression of factors for delayed completes topics 13, recovery from injury, recovery from sport- 14, and 24). in psychiatric athlete- related concussion (i.e., patients, and to ensure satisfactorily completes MK2-3.4/C appropriate further topic 13). evaluation and treatment of those MK2-2.3/C conditions in collaboration with other medical providers (i.e., satisfactorily completes topics 5,13, 14, 15, and 24). MK2-4.4/C MK4. Does not Appreciates that Everything in level 1 Everything in levels Everything in levels Psychotherapy appreciate that CBT, marital/family plus: 1-2 plus: 1-3 plus: CBT, psychotherapy, and marital/family group psychotherapy Describes risks and Describes the basic Describes a treatment psychotherapy, and are major benefits of flexible techniques of plan for a psychiatric group psychotherapeutic scheduling when it motivational athlete-patient with psychotherapy are modalities that may comes to interviewing for a performance anxiety, major be uniquely helpful psychotherapy psychiatric athlete- and for a psychiatric psychotherapeutic and/or comfortable appointments with patient with a athlete-patient with modalities that may for psychiatric psychiatric athlete- substance use disorder PTSD, including any be uniquely helpful athlete-patients (i.e., patients (i.e., (i.e., satisfactorily indication for and/or comfortable satisfactorily satisfactorily completes completes topic 6 psychotherapy with or for psychiatric completes topic 17 topic 17 question 2). question 2). without psychiatric athlete-patients question 1). medication (i.e., (i.e., the learner MK4-2.3/B MK4-3.3/B satisfactorily does not attempt MK4-1.1/A completes topic 3 topic 17 question question 1 and topic 4 1). question 3). MK4-4.2/C MK5. Somatic Does not Appreciates the Everything in level 1 Everything in levels Everything in levels Therapies appreciate the importance of plus: 1-2 plus: 1-3 plus: importance of common side effects, common side which may uniquely Appreciates less Demonstrates an Appreciates the need effects, which may be of relevance for frequent but potentially understanding of the to balance a uniquely be of psychiatric athlete- serious/dangerous pros and cons of conservative approach relevance for patients, of adverse effects, which prescribing stimulants to medication psychiatric athlete- commonly prescribed may uniquely be of for athlete-patients, as management in patients, of psychopharmacologic relevance for informed by the athletes with the need commonly agents (i.e., psychiatric athlete- current controversy in to choose prescribed satisfactorily patients, of commonly the literature on this medications, doses, psychopharmacolo completes topic 16 prescribed topic (i.e., polypharmacy, etc gic agents (i.e., the question 2 in a psychopharmacologic satisfactorily that actually are learner does not manner that takes agents (i.e., completes topic 10). effective for attempt topic 16 common side effects satisfactorily completes psychiatric athlete- question 2). into consideration). topic 16 question 2 in a MK5-3.2/A patients (i.e., manner that takes satisfactorily MK5-1.1/A serious/dangerous side completes topic 16 effects into question 3). consideration). MK5-4.2/C MK5-2.3/A MK6. Practice of Does not describe Lists common ethical Everything in level 1 Everything in levels Everything in levels Psychiatry any common issues when it comes plus: 1-2 plus: 1-3 plus: ethical issues when to working with it comes to psychiatric athlete- Lists situations that Describes the nature Describes reasonable working with patients (i.e., attempts mandate reporting or of the conflict of policy development or psychiatric athlete- all 3 parts (a-c) of breach of interest that arises advocacy activities patients (i.e., the topic 27). confidentiality (i.e., if/when a sports related to athlete- learner does not satisfactorily addresses psychiatrist is hired by patient mental health attempt topic 27) MK6-1.1/A whether confidentiality an athletic department (i.e., satisfactorily should be breached in or team, and strategies completes topic 11 topic 27 question 1a). for managing that question 2 and topic conflict of interest 21 question 2). MK6-2.2/A (i.e., satisfactorily addresses the issues of MK6-4.2/C strategies in topic 27 question 1a). MK6-3.1/A Additional comments: Practice-based Learning and Improvement PBLI1. Development and Not Has not achieved 1 2 3 4 observed execution of level 1 lifelong learning or through constant relevant self-evaluation, topic(s) including critical not evaluation of assigned research and Based on Based on interactions Everything in level 1 Everything in levels Everything in levels clinical evidence interactions with with the learner plus: 1-2 plus: 1-3 plus: the learner across across the entire the entire curriculum: Regularly seeks and Critically appraises Identifies and meets curriculum: incorporates feedback different types of self-directed learning Uses feedback from to improve research (i.e., goals (i.e., Does not use teachers to assess performance. satisfactorily satisfactorily feedback from own level of addresses topic 2 completes the rotation teachers to assess knowledge and Formulates searchable question 2, topic 5 final project). own level of expertise. questions from clinical question 3, topic 10 knowledge and queries to be answered question 2, topic 24 PBLI1-4.2/A expertise. Recognizes limits of (i.e., is able to come up question 2, and topic one’s knowledge and with appropriate 26 question 4). Does not recognize skills and seeks searchable questions in limits of one’s supervision answering topic 2 PBLI1-3.3/B knowledge and accordingly. question 2, topic 5 skills and seek question 3, topic 24 supervision Appreciates different question 2, and topic accordingly. levels of clinical 26 question 4). evidence in the Does not medical literature. PBLI1-2.1/A appreciate different PBLI1-2.3/B levels of clinical PBLI1-1.1/A evidence in the PBLI1-1.2/A medical literature. PBLI1-1.3/B Additional comments: Overall comments: Professionalism PROF1. Compassion, Not Has not achieved 1 2 3 4 observed integrity, respect level 1 for others, or sensitivity to relevant diverse patient topic(s) populations, not adherence to assigned ethical principles Based on Based on interactions Everything in level 1 Everything in levels Everything in levels interactions with with the learner plus: 1-2 plus: 1-3 plus: the learner across across the entire the entire curriculum: Demonstrates capacity Recognizes ethical Discusses own curriculum: for self-reflection, issues in practice and cultural background Demonstrates empathy, and curiosity is able to discuss, and believes and the Does not behaviors that convey about and openness to analyze, and propose ways in which these demonstrate caring, honesty, different beliefs and management for these affect interactions behaviors that genuine interest, and points of view, and in common clinical with patients (i.e., convey caring, respect for patients respect for diversity situations (i.e., satisfactorily honesty, genuine and their families as (i.e., attempts topic 26 satisfactorily addresses topic 26 interest, and issues of patient care question 5) addresses all parts of question 5 respect for patients are being discussed topic 27 and their families Provides examples of PROF1-4.2/A as issues of patient Recognizes that the importance of PROF1-3.3/B care are being patient diversity attention to diversity in discussed affects patient care psychiatric evaluation and treatment (i.e., Does not recognize Displays familiarity satisfactorily addresses that patient with some basic topic 26 questions 1-3) diversity affects ethical principles patient care (e.g., confidentiality, Recognizes ethical professional conflicts in practice Does not display boundaries) (i.e., attempts all parts familiarity with of topic 27) some basic ethical PROF1-1.1/A principles (e.g., PROF1-1.2/A PROF1-2.1/A confidentiality, PROF1-1.3/B PROF1-2.2/A professional PROF1-2.3/B boundaries) Additional comments: Overall comments: .