Residency Didactics

Department of Psychiatry and Behavioral Sciences

Overview
The residency's didactic curricular experiences are designed to complement the clinical rotations and other experiences with an emphasis on learner participation and preparation. Residents are expected to demonstrate initiative in terms of seeking out and participating in didactic and clinical experiences, both required and optional throughout training.

Courses are organized into the general categories listed below with some subjects integrated throughout the curriculum.

Foundations
Covers basic knowledge and skills necessary to practice psychiatry effectively

  • Orientation/ Basic Psychiatry
  • Development
  • Assessment
  • Psychopathology
  • Psychopharmacology
  • Psychotherapy
  • Psychosocial Interventions


Practice of Psychiatry
Covers information required to be a successful psychiatrist

  • Literacy
  • Journal Club
  • Grand Rounds
  • Systems of Care
  • Ethics/Professionalism
  • Use of Technology
  • Teaching and education
  • Psychiatric Practice/ Preparation for Practice
  • Scholarly/ Quality Improvement Project

Administrative Leadership
Covers activities related to psychiatric leadership and administration

  • Chief Resident Meeting
  • Program Director Meeting
  • Outpatient Clinic Meeting


The didactic curriculum is

  • taught using case based, small group approaches, requiring active preparation prior to and participation during seminars
  • vertically and horizontally integrated as well as being connected to the clinical curriculum
  • designed to minimize duplication though some information is repeated at points throughout the curriculum so that it can be considered from different perspectives and reviewed in more depth
  • led by a set of core faculty with invited guest faculty to promote an optimal consistent interactive learning environment
  • inclusive of resident presentations of case material from clinical experiences
  • taught utilizing face-to-face classes, online and electronic programming, synchronous and asynchronous learning courses, interactive activities and self-assessment tasks, and various forms of media
  • integrating educational programing from several organizations as well as utilizing web and online resources
  • incorporating ethical/ professional concepts, teaching and the use of technology throughout the curriculum in multiple courses.

Didactic seminars are

  • scheduled as a block during a half day weekly, this time is protected with no clinical assignments; there are additional required educational conferences at other times and at the sites during rotations.
  • organized by year of training with some seminars including trainees from multiple years
  • organized to occur during multiple years with specific content covered each year.
  • complementary to seminars, which occur on specific rotations.

Typically, residents are expected to spend at least an hour a day preparing for didactics and/ or learning independently.
Residents design implement and present (verbal and written) a scholarly project based on individual interests in research, educational, clinical and/ or administrative work during their 4 years of training. Residents will have an assigned mentor and the necessary knowledge, skills and time will be provided in the didactic and clinical curriculum.