• inadequate numbers of faculty qualified to train and mentor students in psychosocial skills; and

  • insufficient specificity in accreditation and licensing standards regarding competencies in and curricula on psychosocial care.

Moreover, the lack of information systems to track developments in education and training hampers the identification of effective educational approaches. Significant efforts are needed to ensure appropriate education and training of practitioners. Educational accrediting organizations, licensing bodies, and professional societies should examine their standards, licensing, and certification criteria with an eye to developing them as fully as possible in accordance with the standard of care set forth in this report. The committee further makes the following recommendation.

Recommendation: Workforce competencies.

  1. Educational accrediting organizations, licensing bodies, and professional societies should examine their standards and licensing and certification criteria with an eye to identifying competencies in delivering psychosocial health care and developing them as fully as possible in accordance with a model that integrates biomedical and psychosocial care.

  2. Congress and federal agencies should support and fund the establishment of a Workforce Development Collaborative on Psychosocial Care during Chronic Medical Illness. This cross-specialty, multidisciplinary group should comprise educators, consumer and family advocates, and providers of psychosocial and biomedical health services and be charged with

    • identifying, refining, and broadly disseminating to health care educators information about workforce competencies, models, and preservice curricula relevant to providing psychosocial services to persons with chronic medical illnesses and their families;

    • adapting curricula for continuing education of the existing workforce using efficient workplace-based learning approaches;

    • drafting and implementing a plan for developing the skills of faculty and other trainers in teaching psychosocial health care using evidence-based teaching strategies; and

    • strengthening the emphasis on psychosocial health care in educational accreditation standards and professional licensing and certification exams by recommending revisions to the relevant oversight organizations.

  1. Organizations providing research funding should support assessment of the implementation in education, training, and clinical



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