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apropiado. Los programas educativos actuales que utilizan estrategias innovadoras con simulación y enseñanza relacionada con casos ayudan a dismi- nuir la ansiedad y aumentan la comodidad en un ambiente vertiginoso con pacientes inestables que requieren valoración durante el día y la noche. Con el advenimiento de la EMBC y subespecialización posresidencia, surge una oportunidad para definir mejor los componentes esenciales requeridos para la práctica segura y competente en el SUP. AGRADECIMIENTOS Los autores desean agradecer el trabajo realizado por la Dra. Jennifer S. Brasch en este capítulo en la pri- mera edición de Urgencias psiquiátricas. REFERENCIAS 1. Currier, G. W., & Allen, M. (2003). Organization and function of academic psychiatric emergency services. General Hospital Psychiatry, 25 (2), 124–129. 2. Thienhaus, O. J. (1995). Academic issues in emergency psychiatry. New Directions for Mental Health Services, 67 , 109–114. 3. Herman, J. B. (1995). Managed care and resi- dency training in psychiatry. Harvard Review of Psychiatry, 2 , 290–292. 4. Brasch, J., Glick, R. L., Cobb, T. G., et al. (2004). Residency training in emergency psychiatry: A model curriculum developed by the Education Committee of the American Association for Emergency Psychiatry. Academic Psychiatry, 28 , 95–103. 5. Accreditation Council for Graduate Medical Education. ACGME Program Requirements for Graduate Medical Education in Psychiatry. Retrieved September 10, 2018, from https:// www.acgme.org/Portals/0/PFAssets/Program Requirements/400_psychiatry_2017-07-01.pdf. 6. Accreditation Council for Graduate Medical Education. ACGME Outcome Project: General competencies. Retrieved from http://www.acgme. org/outcome/comp/compFull.asp#1. 7. Weinerman, R., Leichner, P. P., & Harper, D. W. (1982). Filling the need for emergency psychia- trists: Is better education the answer? Hospital and Community Psychiatry, 33 , 35–37. 8. Zealberg, J. J., Santos, A. B., Hiers, T. G., et al. (1990). From the benches to the trenches: Training residents to provide emergency out- reach services—A public/academic project. Academic Psychiatry, 14 (4), 211–217.

9. Royal College of Physicians and Surgeons of Canada. (2015). Specialty training requirements in psychiatry . Retrieved September 12, 2018, from http://www.royalcollege.ca/rcsite/documents/ ibd/psychiatry_str_e. 10. Brasch, J. S., & Ferencz, J. C. (1999). Training issues in emergency psychiatry. Psychiatric Clinics of North America, 22 (4), 941–954. 11. Hnatko, G. (2002). Emergency psychiatry goals and objectives . Edmonton: University of Alberta, Department of Psychiatry. UAHRTC01/03/2002. 12. Accreditation Council for Graduate Medical Education. (2011). Common program require- ments . Retrieved September 12, 2018, from https:// www.acgme.org/Portals/0/PDFs/Common_ Program_Requirements_07012011[2].pdf. 13. National Steering Committee on Resident Duty Hours. (2013). Fatigue, risk, and excellence: Towards a pan-Canadian consensus on resident duty hours . Ottawa, ON: The Royal College of Physicians and Surgeons of Canada. 14. PARO-CAHO Collective Agreement. Attachment 29-PGY1 Call Schedule. Retrieved September 12, 2018, from http://www.myparo. ca/attachments/#attachment-29-8211-pgy1-call- schedule. 15. Borrell-Carrio, F., & Epstein, R. M. (2004). Preventing errors in clinical practice: A call for self-awareness. Annals of Family Medicine, 2 , 310–316. 16. Canadian Medical Protective Agency (CMPA) Good Practices Guide. Section 3: Handover. Retrieved November 27, 2018, from https:// www.cmpa-acpm.ca/serve/docs/ela/goodprac- ticesguide/pages/communication/Handovers/ safer_handovers_through_structured_commu- nications-e.html. 17. Starmer, A. J., Sectish, T. C., Simon, D. W., et al. (2013). Rates of medical errors and prevent- able adverse events among hospitalized children following implementation of a resident handoff bundle. JAMA, 310 (21), 2262–2270. 18. Thomas, C. M., Bertram, E., & Johnson, D. (2009). The SBAR communication technique. Nurse Educator, 34 (4), 176–180. 19. Dawe, I. (2004). Emerging trends and training issues in the psychiatric emergency room. The Canadian Journal of Psychiatry, 49 , 1–6. 20. Epstein, R. M. (2007). Assessment in medical education. The New England Journal of Medicine, 356 , 387–396.

21. Weissberg, M. P. (1990). The meagerness of phy- sician training in emergency psychiatric inter- vention. Academic Medicine, 65 , 747–750. SAMPLE