The academic organization of residency programs: the evaluation of the effect of "service" responsibilities upon the residency program; the influence of personal responsibility of a "chief" for the resident compared with the "system" approach to resident education.
Forty-two interns and residents on the staff of a community teaching hospital were questioned to assess their understanding of blood gas abnormalities. Misunderstandings were such that 24% of the residents and interns might have given inadequate care had their interpretations dictated practice. Few therapeutic misadventures in fact occurred, largely because of supervision. Even without supervision, it is unlikely that much harm would have come about, partly because pattern recognition and rules of thumb provided adequate guidance and partly because no notice was taken of the results of the blood gas analysis anyway. Those who wish to promote rational practice should direct their educational efforts to improved understanding of the mechanisms of hypoxaemia and of the chemical, physiological and pathophysiological interactions of PCO2, bicarbonate and pH in the various acid-base disorders.
This article describes the findings of a survey of Child Psychiatry Training Programs conducted by the Education and Training Committee of the Canadian Academy of Child Psychiatry. The objectives of the Committee are identified to include teaching programs for career trainees, residents in general psychiatry, and special groups such as pediatric and family medicine residents. Information obtained on available programs for each group is outlined.