RESOURCES (B4)
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PRE-SURVEY QUESTIONNAIRE
STANDARD B4: RESOURCES
"There must be sufficient resources including teaching faculty, the number and variety of
patients, physical and technical resources, as well as the supporting facilities and services
necessary to provide the opportunity for all residents in the program to achieve the educational
objectives and receive full training as defined by the Royal College specialty training
requirements."
Program
Psychiatry
University
Date of Review (month/year)
Sites Participating in this Program:
Where the resources to provide "full training" are not available at the sponsoring university, several
different types of interuniversity affiliations may be negotiated. It should be noted that the exchange of
residents between two fully accredited programs does not require an interuniversity affiliation.
RESOURCES (B4)
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Teaching Faculty
FOR EACH OF THE FOLLOWING SECTIONS, USE ONLY ONE TABLE PER QUESTION. PLEASE SPELL OUT THE NAMES OF EACH
CENTRE OR FACILITY FOR EASE OF COMPREHENSION OF REVIEWERS.
List by teaching site the members of the teaching faculty who have a major role in this program, including members from other
departments. In indicating a subspecialty, list subspecialists in the following subspecialties only: Child and Adolescent Psychiatry, Geriatric
Psychiatry, Forensic Psychiatry, addictions psychiatry, and psychiatric care of people with intellectual disability. Indicate with an asterisk those
subspecialists who have Royal College certification in that subspecialty.
Teaching Site
Name
University Rank
Specialty
Qualifications
Subspecialty
(If any)
What percentage of faculty listed above have been practising in the specialty/subspecialty:
< 15 years
%
> 25 years
%
Nature of Interaction with Resident
(e.g. clinical, teaching, research)
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2. General Psychiatry
In the table below, list each of the general psychiatry teaching units in the program (inpatient and out-patient), the number of psychiatry
residents normally assigned to that unit, the population of their catchment area, and any groups of patients who would be excluded from
admission to the units by policy or as a result of direct admission to other facilities or subspecialty units. Note which of the units has an outpatient unit affiliated on site or in close proximity and the proportion of patients from that unit who are seen in follow up in the out-patient
unit.
General
Psychiatry Setting
(note if inpatient,
out-patient or
combined)
Psychiatry
Residents
on Unit
Number
of Beds
Annual
Outpatient
Visits
Number of
New Outpatient
Consultations
Annually
Catchment
Area
Population
Out-patient
Rotation
Concurrent with
Inpatient
Rotation
Proportion
of Patients
Discharged from
Inpatient Seen in
Out-patient
Program
Excluded
Populations
3. Child and Adolescent Psychiatry
In the table below, list the teaching sites for child and adolescent psychiatry in the program according to the classification on the left hand
side of the table. Note within each site, which clinical settings are available, as well as the clinical focus of that site.
Type of Clinical Setting
Inpatient (hospital - acute or
tertiary care)
Inpatient (residential facility
with psychiatric supervision)
Out-patient (hospital – acute
or tertiary care including day
treatment)
Out-patient (community
programs with psychiatric
supervision i.e. children’s
mental health centres,
Training Site
Catchment
Population
Clinical
Focus of Site
(list any
patient
groups
excluded)
Age of
Patients
at the
Site
Inpatient
Beds
Out-patient
Visits
(annual)
Emergency/
Urgent Care
Visits
(annual)
Consultation
to Medical/
Surgical
Services
(annual)
RESOURCES (B4)
schools, day care,
corrections
Out-patient
(family practice shared care
with psychiatric supervision
Other Hospital-based
(specific programs, day
treatment)
supporting training
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Indicate the percentage of residents in their core rotations who get exposure to the following child and
adolescent psychiatry treatment settings.
Inpatient
Unit
Day
Treatment
CL Service
Hospital
Outpatient
Community
Outpatient
Emergency or
crisis service
Outreach to other
agency, including
schools
How do you ensure comprehensive exposure of residents to the range of problems that occur in child and
adolescent psychiatry?
List faculty with qualifications (by experience or credentials) in child and adolescent psychiatry.
4. Geriatric Psychiatry
In the table below, list the teaching sites for geriatric psychiatry in the program and note within each site,
which clinical settings are available.
Geriatric
Psychiatry
Setting
Inpatient Beds
(indicate number)
Day Treatment
Outreach to
facilities
Outreach to
home
Out-patient
Indicate the percentage of residents in their core rotations who get exposure to the following geriatric
psychiatry treatment settings. How do you ensure comprehensive exposure of residents to the range of
problems that occur in geriatric psychiatry?
Specialized
Geriatric
Psychiatry
Inpatient
Unit
Day
Treatment/Day
Hospital
Program
Outreach to
Long Term
Care/Nursing
Homes
Outpatient
Clinics
Shared
Care/Collaborative
Care
Geriatric Psychiatry on
General Psychiatry
inpatient Units
List faculty with qualifications (by experience or credentials) in geriatric psychiatry.
5. Addictions Psychiatry
List faculty with qualifications (by experience or credentials) in addictions psychiatry.
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Describe the role of other professionals in the supervision and teaching of residents in addictions.
How do you ensure adequate exposure to clients with addictions and mental illness for all residents in the
program?
List below and briefly describe the programs/services that residents may participate in.
6. Psychotherapy
List the faculty available for resident psychotherapy supervision with their area of expertise and specific
population served. If there are areas of expertise that are in short supply in your program, describe any
programs that you have in place to ensure the residents get the exposure and training they need (e.g.
videoconference with other programs, review of pre-recorded psychotherapy sessions).
Faculty
Professional Designation
Population
Area of Expertise
Use the table below to describe the process by which residents attain proficiency in the areas of CBT,
group or family therapy, psychodynamic therapy and supportive therapy. Note that proficiency is required
in only one of group or family therapy.
CBT
How is
supervision
and
experience
organized in
this form of
therapy?
When does it
occur within
the residency?
What didactic
or other
teaching
supplements
the
supervision
and
Family Therapy
Group Therapy
Psychodynamic
Therapy
Supportive
Therapy
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experience?
What
percentage of
supervision is
provided
through direct
(ie real time or
recorded)
supervision?
How much of
the
supervision is
provided
individually or
in group
supervision?
How is
proficiency
assessed?
How do residents find patients and space to do psychotherapy? What impact does travel for supervision
and psychotherapy have on training and how do you manage this?
7. Consultation-Liaison Psychiatry
List the sites below where there are organized services for residents to gain experience in the psychiatric
complications of medical and psychiatric conditions. Note the number of psychiatrists on the service,
resident capacity, and number of consultations annually at each site.
Site
Number of
Psychiatrists on
Service
Resident Capacity on
Service
Number of Consultations
Annually at the Site
8. Patients with Severe and Persistent Mental Illness
List below the teaching teams/programs including forensic programs used for resident exposure to this
population, and note the type of program or setting, and resident capacity at any one time.
Program
or Setting
Acute
Specialized
Inpatient
Beds
Longer Term,
Rehabilitation
Beds
ACTT
Intensive
Case
Management
Day
Treatment
Program
Outpatient
Clinic
Resident
Capacity
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Describe the organization of the long term follow up experience of patients with severe and persistent
mental illness and its rehabilitation.
Describe any unique experiences not captured above.
9. Emergency Psychiatry
List the sites where residents gain experience in emergency psychiatry and note whether these are
dedicated psychiatric emergency departments, dedicated emergency psychiatry services within general
medical ER’s (dedicated space and staff) or general medical ER’s. What proportion of residents are
exposed during their residency to each site? Note as well where there are designated day time rotations
in emergency psychiatry.
Site
Psychiatric
Emergency
Dept
General Hospital
ER with
designated
psychiatric
emergency space
General Hospital
ER
Day time rotation
in emergency
psychiatry in
either setting
Post call supervision
by psychiatrist with
specific skills/
experience in
emergency psychiatry
10. Shared Care/Collaborative Care
List and briefly describe the setting where residents gain exposure to shared care/collaborative care, and
how this is organized within the residency (eg. longitudinal or horizontal rotation).
11. Patients with Developmental Delay and Mental Illness
How is exposure to patients with developmental delay and mental illness across the life span, organized
for residents? List any specialized resources that are available to residents in the child and adolescent and
adult populations (eg. specialty inpatient programs, consultation services, specialized teams) for people
with developmental delay and mental illness and note what proportion of residents get exposure to these
services over the course of their training.
List faculty with specialized training/experience in developmental delay and mental illness, and the
percentage of time they spend working in that field.
Faculty
Professional
Designation
Adult
Child and
Adolescent
Percentage of time in
clinical practice spent
with people with
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developmental delay
and mental illness
12. Forensic Psychiatry
List and briefly describe the community, in-patient and correctional facilities available for experience in
forensic psychiatry. What exposure do residents in the program have in forensic psychiatry in these
settings? Experiences can include any forensic experience such as NCR/ Fitness evaluations, correctional
psychiatry, mental health courts, sexual behaviours clinics, youth forensic services.
Facility or Setting Name
Type of experience available
Number of
residents per year
List faculty with qualifications (by experience or credentials) in Forensic Psychiatry.
13. Community Psychiatry
List the training sites and experiences available to your program that provide exposure to residents to
community psychiatry outside of academic health science centres. Note the number of residents from your
program who have attended those sites in the last 5 years.
Site
Experience
Number of Residents
in last 5 years
14. Biological Therapies
How do residents get experience with ECT across the life span?
Describe how the training is organized to ensure adequate exposure for all residents.
Using the table below, indicate the sites where teaching in ECT occurs, volumes and faculty involved.
Site
Number of inpatients
receiving ECT per year
Number of out-patients
receiving ECT per year
Faculty involved in ECT
teaching
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List and briefly describe other services/programs available that provide exposure to specialized
psychopharmacology and other biological treatments.
15. Allied Health Services
Are there areas where there are shortages of allied health personnel that potentially impacts resident
education?
16. Other Supporting Services
Describe the role of the departments of family medicine, internal medicine (including in particular
neurology), and pediatrics in the residency program for psychiatrists. What percentage of Psychiatry
residents are exposed to these departments after their PGY-1 year?
Identify other departments, divisions and services that provide training for residents in psychiatry. Such
services might include the medical and surgical specialties, obstetrics and gynecology, diagnostic imaging,
clinical pharmacology, physical medicine and rehabilitation, genetics, and electroencephalography.
Describe any regular assignments or liaisons of residents to such services.
In addition, describe any other special units or services that provide opportunities for training on a
mandatory or elective basis. Include special institutes or clinics not affiliated with hospitals.
17. Information/Space Resources
a) Do residents have free 24/7 access to on-line libraries, journals and other educational resources?
Yes
No
Partially
If “No” or “Partially”, please explain.
b) Do residents have adequate space to carry out their daily work?
Yes
No
Partially
If “No” or “Partially”, please explain.
c) Are technical resources required for patient care duties located in the work setting?
Yes
No
Partially
If “No” or “Partially”, please explain.
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d) Do facilities allow resident skills to be observed?
Yes
No
Partially
If “No” or “Partially”, please explain.
e) Do facilities allow for confidential feedback/discussions?
Yes
No
Partially
If “No” or “Partially”, please explain.
18. Summary of Adequacy of Resources
Comment on the adequacy of the resources in the overall clinical program, with particular reference to the
relationship between such resources and the number of residents dependent upon them. Include
consideration of the following questions:
Are there significant areas where the workload of the teachers (clinical care, undergraduate
teaching, etc.) is such as to affect adversely the continuous supervision and instruction of
residents in Psychiatry?
Do all senior residents have an opportunity to gain experience supervising clinical teams
under appropriate staff supervision?
Are the numbers of patients available for teaching sufficient to provide for the training of
residents rotating from Internal Medicine, Family Medicine, Pediatrics, Neurology and other
services, without adverse effects on the training of residents in psychiatry?
Are the diagnostic and basic science facilities available to the program sufficient to provide
adequate teaching and experience for residents in Psychiatry, in addition to other residents
sharing the same facilities?
Revised – February 2012/Additional changes – April 2012
Editorial revisions – November 2012
Revised – SC – April 2014