TY - JOUR
T1 - Consultation-liaison outcome evaluation system, part i teaching applications
AU - Mackenzie, Thomas B.
AU - Popkin, Michael K.
AU - Callies, Allan L.
PY - 1981/10
Y1 - 1981/10
N2 - Designed to assess clinical outcomes quantitatively, the Consultation-Liaison Outcome Evaluation System, Part I, includes methodologies to measure the frequency of and concordance with recommendations made by psychiatric consultants in three areas: Recommendations for psychotropic medication, recommendations for diagnostic action, and representation of psychiatric diagnoses. Using these parameters, the performance of three psychiatric trainees was monitored for a 6-month period. The outcomes obtained by the trainees were compared with normative rates achieved by a group of previous psychiatric consultants. The comparison provides a unique perspective on the trainees’ progress with several teaching implications. First, it focuses clinical teaching on comprehensive and objective measures of a trainee’s performance. Second, it assists in curriculum design. Third, it emphasizes to trainees the necessity of altering one’s clinical behavior based on results achieved. Finally, it suggests that clinical accountability can contribute to the teaching of clinical excellence.
AB - Designed to assess clinical outcomes quantitatively, the Consultation-Liaison Outcome Evaluation System, Part I, includes methodologies to measure the frequency of and concordance with recommendations made by psychiatric consultants in three areas: Recommendations for psychotropic medication, recommendations for diagnostic action, and representation of psychiatric diagnoses. Using these parameters, the performance of three psychiatric trainees was monitored for a 6-month period. The outcomes obtained by the trainees were compared with normative rates achieved by a group of previous psychiatric consultants. The comparison provides a unique perspective on the trainees’ progress with several teaching implications. First, it focuses clinical teaching on comprehensive and objective measures of a trainee’s performance. Second, it assists in curriculum design. Third, it emphasizes to trainees the necessity of altering one’s clinical behavior based on results achieved. Finally, it suggests that clinical accountability can contribute to the teaching of clinical excellence.
UR - http://www.scopus.com/inward/record.url?scp=0019517394&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0019517394&partnerID=8YFLogxK
U2 - 10.1097/00005053-198110000-00008
DO - 10.1097/00005053-198110000-00008
M3 - Article
C2 - 7288426
AN - SCOPUS:0019517394
SN - 0022-3018
VL - 169
SP - 648
EP - 653
JO - Journal of Nervous and Mental Disease
JF - Journal of Nervous and Mental Disease
IS - 10
ER -