Program Director, Child and Adolescent Psychiatry Fellowship

Charles R. Drew University • Los Angeles, CA

15d

About The Position

Charles R. Drew University is located in the Watts-Willowbrook area of south Los Angeles and was founded in 1966 in the wake of the Watts uprising. CDU was founded to address inadequate medical care in the region and to provide equitable medical education opportunities for under-represented students. CDU offers the only historically black Doctor of Medicine program west of the Mississippi, and is strongly invested in the local and regional community. The university leads multiple partnerships and programs to provide equitable healthcare resources in a variety of south Los Angeles neighborhoods. The CAP Fellowship Program Director (PD) is responsible and accountable for the overall program administration and operations, which includes teaching and scholarly activity, fellow recruitment and selection, supervision, evaluation and promotion of fellows, and disciplinary action, ensuring due process. As the leader, the PD maintains the program’s vision, accreditation compliance, and high, rigorous standards for fellows’ training. It is of utmost importance that the PD models outstanding professionalism, a scholarly approach to work, high quality patient care, educational excellence. Additionally, the PD is accountable to the Graduate Medical Education Committee (GMEC), the designated institutional official (DIO), and to the ACGME Review Committee (RC) for the timely and accurate completion of all tasks. This position requires strong leadership, communication, problem solving, interpersonal skills and a passion for improving the lives of children.

Requirements

• Earned Ph.D. or Psy.D. in Psychology with an emphasis in clinical psychology/ community psychology from a regionally accredited program or institution.
• Board certified in psychology and board certified in Adult and Child and Adolescent Psychiatry and licensed in California
• Current Driver’s License
• Five (5) years or more of full-time higher education experience at the time of appointment; prior leadership experience in higher education is strongly preferred.
• Candidates should have a record of scholarship that is consistent with the psychology discipline and commensurate to rank.
• Knowledge of educational program administration.
• Knowledge of the principles and practices of
• Knowledge of curriculum development.
• Knowledge of teaching and practice in the psychology field.
• Knowledge of current developments, trends, and complexities within psychology and, preferably, the healthcare industry.
• Knowledge of health-related education in a global economy.
• Ability to recruit for and market an education program.
• Ability to develop a strategic plan.
• Demonstrated commitment to service in underserved communities.
• Demonstrated leadership in teaching, research, and public service.
• The ability to perform highly detailed work with sustained attention and care while providing/obtaining information on numerous inquiries is paramount to success in this position.
• Occasional stooping.
• Frequent standing.
• Constant walking, sitting, climbing, reaching high/low levels, finger movement, feeling, speaking clearly, hearing conversationally, and seeing far and near.
• Occasionally required to work in confined space.
• Frequent variety of unrelated tasks.
• Constant calculating, interrupted work, a variety of interrelated tasks, and use of sustained concentration, reasoning, judgment, resourcefulness, analytical ability, and ingenuity.
• Ability to work effectively with a diverse community.

Responsibilities

• Program Administration Maintaining accreditation compliance
• Curriculum development and implementation – to include addressing the social drivers of health in the populations served
• Recruitment and selection – application review, interview and match rank list
• Evaluation and promotion of fellows
• Resource management – work with department chair and other institutional leaders to secure educational, clinical and financial resources for program operations
• Policy Implementation – ensure adherence to institutional (GME) and departmental policies re duty hour, patient load and trainees’ wellbeing
• Clinical Educational Leadership to maintain a learning environment conducive to educating fellows in each of the ACGME Competency domains
• Supervise and teach trainees - fellows, residents and medical students
• Scholarly Activity – participate in research, publications, presentations, while also mentoring fellows in achieving their required scholarly projects
• Faculty development – recruit, mentor and support faculty development
• Advocacy – promote and model leadership in advocating for improving the lives of children and their families
• Participation in the institutional governance of GME programs:
• Maintain current knowledge of and compliance with CDU GME policies and procedures
• Maintain current knowledge of and compliance with ACGME institutional, common program, and program-specific requirements ( acgme.org )
• Maintain current knowledge of and compliance with ACGME Clinical Learning Environment Review (CLER) expectations Clinical Learning Environment Review (CLER) (acgme.org)
• Participate in GMEC, subcommittees, task forces, and special and/or internal review committees as requested, including program representation at all GMEC meetings as appropriate
• Cooperate promptly, accurately and completely with requests by the GMEC, Office of Graduate Medical Education, or ACGME for information, documentation, etc.
• Ensure that residents and faculty comply with periodic surveys by the ACGME, GMEC and Office of GME.
• Annual Program Evaluation, Special Reviews and Internal Reviews:
• Conduct an Annual Program Evaluation (APE), assess and monitor any action items developed, and record in New Innovations in a timely fashion.
• Prepare internal or special review materials and reports as required by GMEC protocols and submit above information to the Office of GME by the dates requested.
• Develop action plans for correction of areas of non-compliance as identified by any of the above reviews and provide periodic updates to the GMEC.
• ACGME RC-related Responsibilities:
• Maintain current knowledge of and compliance with the ACGME manual of policies and procedures. ( acgme.org )
• Maintain current knowledge of and compliance with all ACGME program requirements and expectations pertaining to program
• Respond promptly to RC requests for information and provide copies of any such information to the Office of GME.
• Provide accurate and complete program information to the RC.
• Ensure that the DIO reviews and co-signs all necessary correspondence or documents submitted to the ACGME by program directors that either address program citations, RC requests for information, or program requests for changes in the program that could have a significant impact, including financial, on the program or institution.
• Develop action plans for correction of areas of non-compliance as identified by RC annual accreditation reviews, site visits or other mechanisms and provide periodic updates to the GMEC.
• Ensure that the annual WebAds update is complete, accurate and timely.
• Direct and oversee a thorough and careful Self-Study at intervals requested by the ACGME.
• Ensure accurate and complete case log reporting by residents.
• Oversee and ensure the quality of education and supervision at all clinical sites.
• Communicate and liaise with appropriate personnel of other institutions or clinical sites participating in residency training.
• Prepare Program Letters of Agreement with all clinical sites for which rotations are required and revise these program agreements at least every ten years.
• Recruitment and Selection:
• Recruit fellows of the highest caliber.
• Interview and select applicants in a fair, holistic and equitable manner.
• Develop and promote practices that focus on mission-driven, ongoing, systematic recruitment and retention of a diverse and inclusive workforce of fellows and faculty members.
• Provide applicant credentials to the affiliated hospitals for approval in a timely manner.
• Educational Components of the Program:
• Ensure the program is conducted in a fashion which is consistent with the needs of the community, the mission(s) of the Institution, and the aims of the program.
• Work with Department Chair and others to ensure a positive learning climate.
• Develop and oversee an educational curriculum as defined in the ACGME program requirements for the specialty or, if the program is a non-ACGME accredited program, periodic review/revision of the educational curriculum.
• Prepare competency-based written goals and objectives of the program with respect to knowledge, skills and other attributes of fellows at each level of training and for each major rotation or assignment.
• Ensure that fellows receive the appropriate training and education in:
• How to disclose adverse events to patients and families
• Social Determinants of Health
• Ethical principles that are foundational to medicine
• Evaluation of Fellows, Faculty and Program:
• Implement and oversee an effective and fair system for competency-based assessment of fellow performance, which includes, at a minimum:
• Regular feedback regarding individual performance.
• Dependable measures to assess fellows’ competence in the general competencies of Patient Care, Medical Knowledge, Practice Based Learning and Improvement, Interpersonal and Communication Skills, Professionalism and Systems Based Practice.
• Dependable measures to assess residents’ achievement of educational milestones and report same to ACGME.
• Dependable measures to assess fellows’ competence in other areas as defined in the ACGME program requirements for CAP.
• A final evaluation to be shared with fellows upon completion of the program, that verifies if the fellow has demonstrated the knowledge, skills and behaviors necessary to enter autonomous practice.
• Implement and oversee an effective and fair system to ensure effective faculty performance in teaching and supervision, which includes at a minimum:
• Effective feedback to faculty regarding aggregate fellow evaluations and teaching effectiveness, at least annually.
• Faculty development in education, assessment, wellness and Quality/Patient Safety skills that are pertinent to GME.
• Annual confidential evaluation of faculty members by fellows
• Annual evaluation of faculty performance, including clinical teaching abilities, engagement with the educational program, participation in faculty development, clinical performance, professionalism, and scholarly activities.
• Develop and oversee a process to evaluate candidates prior to approval as program faculty members for participation in the fellowship program education and at least annually thereafter.
• Exercise the authority to approve program faculty members for participation in the fellowship program education at all sites.
• Exercise the authority to remove program faculty members from participation in the fellowship program education at all sites if necessary.
• Exercise the authority to remove fellows from supervising interactions and/or learning environments that do not meet the standards of the program
• Designate faculty as core faculty
• Implement an educational quality improvement process that links educational and clinical outcomes with program improvement. This should include at a minimum:
• Annual confidential evaluation of the program by faculty.
• Annual confidential evaluation of the program by fellows.
• Performance of graduated fellows.
• Yearly APE, including the development and monitoring of quantifiable outcome measures ( SMART goals ).
• Supervision and Patient Safety:
• Ensure the availability of sufficient number of qualified supervisors at all sites.
• Ensure appropriate supervision of fellows by faculty to allow safe and effective patient care and progressively increasing responsibility by the fellow according to their level of education, ability and experience.
• Create written policies outlining the lines of responsibilities and supervision for the care of all patients and all clinical sites and staff.
• Ensure that all supervisors are educated annually on supervision standards and requirements.
• Monitor faculty compliance with supervision standards.
• Ensure and monitor effective structured transitions of care.
• Ensure that fellows and faculty members know how to report patient safety events and near misses at all sites and are educated on their responsibility to do so.
• Fellow Well Being:
• Ensure that the program is following clinical and educational work hour requirements.
• Manage scheduling of fellows including, but not limited to, creating clinical and didactic schedules with attention to work intensity and work compression that impacts fellow well-being.
• Ensure that program emphasizes education in each of the ACGME competency domains.
• Monitor fellow stress, including mental or emotional conditions or drug or alcohol related dysfunction.
• Advocate for each fellow, fellows concern in general, and interests within the department, institution and affiliated hospitals.
• Ensure program promotes opportunity to raise concerns or provide feedback in a confidential manner without fear of intimidation or retaliation.
• Regularly provide formative and reinforcing feedback.

Benefits

• Medical, dental, vision, retirement plan, vacation accrues on first day of employment, wellness programs, 17 paid holidays per year, up to 16 hours of paid time off to participate in community service and much more.

What This Job Offers

• Job Type: Full-time
• Career Level: Director
• Education Level: Ph.D. or professional degree