1.5 CE credits earned with successful completion of the Post Webinar Evaluation and Post Webinar Quiz
Title: Context, Considerations, and Curriculum: Training Psychiatry Residents in CBTs
Audience Level: Basic to Intermediate
Presenter(s) and Affiliation(s): Barbara Kamholz, Ph.D. - Associate Director, Outpatient Mental Health Services, VA Boston Healthcare System
Associate Editor, Cognitive and Behavioral Practice
Site Director, Core Training Rotation in Cognitive-Behavioral Therapies, Psychiatry Residency Program, Boston University School Medicine
CBT Training for Psychiatry residents is mandated by ACGME (ACGME, 2007), and further outlined by the Psychiatry Milestone Project (ACGME & ABPN, 2013). Key competencies for CBT education and practice have also been widely discussed (e.g. Klepac et al., 2012; Newman, 2012; Roth & Piling, 2008), and are at the heart of ABCT’s Academic Training and Education Standards Subcommittee on Doctoral Training Competencies in CBTs. Further, major CBT-oriented organizations, such as ABCT and ADAA, highlight the importance of interprofessional CBT education, and acknowledge the role of such education in the dissemination of CBTs (e.g., Kamholz et al., 2014). However, implementation of these ideals remains challenging. Despite increases in the quantity and quality of CBT education for psychiatry residents in recent years, CBT education in psychiatry residencies remains limited (cf. Sudak & Goldberg, 2012). In addition, challenges abound for residents who must learn psychodynamic, supportive, and cognitive-behavioral therapies simultaneously, and while seeing mental health outpatients for the first time. There are also challengers for CBT educators in this arena, as relatively few resources and/or syllabi are available to model training programs, and there appears to be no nationally-consistent standard (formal or informal) for resident CBT education. This webinar will address goals and possible structures for residency training in CBTs, key factors for consideration in residency training (e.g., educational context, conceptual and practical challenges, mutual benefits, and career trajectories), and assessment of training outcomes.
Attendees will learn:
1) Goals for training psychiatry residents in CBTs.
2) Factors to consider in developing and/or executing a CBT curriculum for psychiatry residents.
3) Strengths and challenges for trainees and supervisors regarding interprofessional training.
4) Approaches for assessment of CBT competency among psychiatry residents.
About the Presenter:
Barbara W. Kamholz, PhD, ABPP is Associate Director, Outpatient Mental Health Services at VA Boston Healthcare System, and Site Director of the core training rotation in cognitive-behavioral therapies at Boston University School Medicine Residency Program, where she is on faculty. Dr. Kamholz received her doctorate from the University of Miami, and completed her internship at the VA Boston Internship Consortium, and post-doctoral fellowship at Brown University School of Medicine. She is board certified in behavioral and cognitive psychology, and serves as Associate Editor, Cognitive and Behavioral Practice. Dr. Kamholz is ABCT Workshop Chair, Anxiety and Depression Association of America (ADAA) Annual Convention Career Development Subcommittee Chair, and a member of the ABCT Academic Training Committee (ATC). Her role in the ABCT ATC includes leading the Subcommittee on CBT in Medical Education and participating in the Subcommittee on Graduate Training Competencies in CBTs. Dr. Kamholz has published broadly on topics relevant to CBTs, and has presented her perspectives on interprofessional training of CBTs and other career development issues at ABCT, ADAA, and in the Behavior Therapist, among other academic settings.