Exploration of Failure on the Subspecialty Examination for Child and Adolescent Psychiatry

Shapiro, Theodore MD
Juul, Dorthea PhD
Scheiber, Stephen C. MD

Received June 2, 1995; revision received Dec. 15, 1995; accepted Dec. 27, 1995. From the Committee on Certification in Child and Adolescent Psychiatry of the American Board of Psychiatry and Neurology, Inc. Address reprint requests to Dr. Juul, American Board of Psychiatry and Neurology, Inc., 500 Lake Cook Rd., Suite 335, Deerfield, IL 60015.
This work does not necessarily reflect the views or opinions of the American Board of Psychiatry and Neurology, Inc.

American Journal of Psychiatry 153(5):p 693-697, May 1996.

Objective

The purposes of this study were to compare first-time performance on the oral examination for certification in child and adolescent psychiatry with first-time performance on the written and oral examinations for certification in general psychiatry and to identify factors that contribute to failure on the child and adolescent psychiatry oral examination. Method: To address the first question, two successive cohorts of first-time child and adolescent psychiatry candidates were identified, and chi-square analyses were used to explore the relationship between first-time performance on the different examinations. For the second question, a special checklist was developed and completed for all candidates who failed any section of the oral examination for child and adolescent psychiatry three successive times. Results: There was no relationship between passing or failing the written and oral examinations for general psychiatry on the first attempt and passing or failing the child and adolescent psychiatry oral examination on the first attempt. The checklist results suggested that the failing candidates had difficulty in organizing and integrating case material. Other weaknesses were related to the specific sections of the oral examination. Conclusions: The results suggest that the knowledge and skills that are required to pass the child and adolescent psychiatry oral examination are different from those of the general psychiatry examination. The information about weaknesses should be of interest to general and child and adolescent psychiatric educators, candidates, and service delivery agencies.

(Am-J-Psychiatry 1996; 153:693-697)