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Multimodal Evaluation in the Training of Psychiatrists

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Abstract

The young physician experiences a maturational process during residency training that involves fundamental changes in attitudes, identities, and abilities as a physician, a psychiatrist, and a person. A comprehensive multimodal evaluation methodology is proposed that provides information to the resident and faculty regarding the resident’s progress in each area. A detailed description of the implementation of a multimodal evaluation process in one residency training program is offered. A discussion of the advantages and limitations of this approach is also offered.

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References

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Author information

Authors and Affiliations

  1. Cowell Student Health Service, Stanford University, Stanford, California, 94305, USA

    Harvey M. Weinstein MD (Clinical Assistant Professor)

  2. The Palo Alto Medical Clinic, Palo Alto, California, USA

    Harvey M. Weinstein MD (Clinical Assistant Professor)

  3. Departments of Community Medicine and Psychiatry, Baylor College of Medicine, Houston, Texas, USA

    Michael L. Russell PHD (Assistant Professor)

Authors
  1. Harvey M. Weinstein MD
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  2. Michael L. Russell PHD
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Additional information

This work was part of a project to develop Competency-Based Psychiatric Residency Education in the Department of Psychological and Social Medicine, Pacific Medical Center, San Francisco, California. It was supported in part by Grant Number 5 T01 MH07780 13 PI, awarded by the Psychiatric Education Branch, National Institute of Mental Health, DHEW, 1975–1980.

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Weinstein, H.M., Russell, M.L. Multimodal Evaluation in the Training of Psychiatrists. Acad Psychiatry 4, 100–111 (1980). https://doi.org/10.1007/BF03399759

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