Acad Psychiatry 31:65-67, February 2007
doi: 10.1176/appi.ap.31.1.65
© 2007 Academic Psychiatry
Achieving Competency in Electroconvulsive Therapy: A Model Curriculum
Tamara J. Dolenc, M.D. and
Kemuel L. Philbrick, M.D.
Received June 29, 2005; revised December 22, 2005; accepted January 5, 2006. Dr. Dolenc was affiliated with the Department of Psychiatry and Psychology, Mayo Clinic, Rochester, Minnesota at the time this article was written, and is currently affiliated with the Department of Psychiatry, Duluth Clinic, Duluth, Minnesota. Dr. Philbrick is affiliated with the Mayo Clinic, Rochester, Minnesota. Address correspondence to Dr. Dolenc, 400 East Third Street, Duluth, MN 55905; tdolenc{at}smdc.org (e-mail).
OBJECTIVE: This article illustrates a model electroconvulsive therapy (ECT) curriculum with specific parameters of both practice-based learning and medical knowledge. METHOD: The authors review the recommendations of the APA Task Force on ECT as they relate to training in ECT in psychiatry residency programs, and discuss diverse educational experiences across American psychiatry residencies. RESULTS: The authors present objective methods for assessment of factual knowledge germane to ECT practice, including an objective structured clinical examination. CONCLUSIONS: The ECT curriculum allows residents to become familiar with the theory and practice of ECT. Guided study, informed observation, and hands-on learning ensure that residents become skillful in executing pre-ECT psychiatric and medical assessment, ECT procedure, and immediate post-ECT care.
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