A Strong Balance in Training and Care
We designed our program around a true biopsychosocial, multidisciplinary model to give you an outstanding education and provide exceptional care for our patients. A strong balance exists between all aspects of the residency, including psychotherapeutic and psychopharmacologic treatment approaches to patient care, alongside our commitment to your personal well-being, professional identity and growth.
Our residents progress through a series of clinical rotations with individual supervision and mentoring, and participate in a formal, core-competency-based didactic curriculum — all designed to provide you with clinical expertise, formal knowledge, critical thinking, professional integrity, leadership and communication skills.
We are highly committed to preparing all of our residents to be successful in professional endeavors, especially the American Board of Psychiatry and Neurology (ABPN) examination. Our educational curriculum is not only rigorous but also a priority and includes yearly emphasis on core texts and scholarly works, neurology review, Psychiatry Resident-In-Training Examinations (PRITE), psychotherapy courses and evidence-based medicine. In addition, the program conducts clinical interviewing skills assessments in accordance with ABPN and Residency Review Committee guidelines.
Core Curriculum Components
Our philosophy about conferences and seminars for residents is based on principles of adult learning theory. Residents have ample opportunities for experiential learning, feedback, self-assessment, and mentoring. We rigorously review and update our offerings annually in order to assure that the curriculum is as follows:
• Adhering to ACGME accreditation requirements and providing readiness for American Board of Psychiatry & Neurology (ABPN) professional examinations;
• Timely, updated, and offering the latest content and scientific advances in psychiatry;
• Responsive to feedback and any other issues identified by residents and faculty;
• Efficient and delivered by skillful, invested, and experienced faculty;
• Commensurate with the learning needs and level of training of residents.
In addition, the Graduate Medical Education Office provides educational content essential to trainees in all specialties, typically through on-line learning opportunities on demand or via presentations.
Business and Finance in Psychiatry
Child and Adolescent Psychiatry
Diagnostic Nomenclature: DSM-DSM-5
Essentials of Clinical Psychiatry
Evidence Based Psychiatry/APA Practice Guidelines
History of Psychiatry
Interviewing: Basics, Clinical Applications, & Advanced Concepts
Milestones of Psychiatric Professionals
Resiliency and Personal Wellness
Residents achieve competency in brief therapy, cognitive-behavioral therapy, combined psychotherapy and psychopharmacology, psychodynamic therapy and supportive therapy. You also gain proficiency in understanding family systems and couples therapy, with additional training opportunities based on your personal interests.
- Curriculum emphasis: Introduction to Psychotherapy, Clinical Interviewing, Crisis Interventions and Brief Techniques.
- Clinical interviewing exercises: therapeutic rapport and the doctor/patient relationship.
- Clinical opportunities: Develop supportive therapeutic relationships in adult inpatient and crisis-oriented settings.
- Curriculum emphasis: Clinical Interviewing, Introduction to Outpatient Practice, Supportive Psychotherapy, Family Systems, Crisis Interventions and Brief Techniques, Group Psychotherapy Seminar,
- Clinical interviewing: therapeutic rapport and identifying and capitalizing on opportunities for psychotherapeutic interventions.
- Clinical opportunities: Supportive psychotherapeutic interventions and understanding systems-based care in various clinical settings, including the subspecialties of addiction, geriatric, child and adolescent, and consultation-liaison psychiatry; fundamental concepts of psychodynamic formulation of patients with serious mental illness.
- The outpatient clinic experience begins in the second half of the second year of training, four hours weekly.
- Curriculum: Introduction to Cognitive Behavioral Therapy, Cognitive Behavioral Therapy for Anxiety Disorders, Psychotherapy Case Conference, Introductory Psychoanalysis, Introduction to Clinical Practice, Family and Couples Therapy, Advanced Interviewing, Combined Psychopharmacology and Psychotherapy, Dialectical Behavioral Therapy, Crisis Interventions and Brief Techniques.
- Residents participate in weekly interprofessional psychotherapy case conference.
- Clinical interviewing: advanced application of psychotherapy skills.
- Clinical opportunities: Continuation of the outpatient experience, with participation in various psychotherapeutic modalities; exposure to a diverse clinical, cultural and demographic population.
- Supervision: In addition to faculty clinic supervisors, residents work 1:1 with a faculty psychodynamic psychotherapy supervisor and a cognitive behavioralist longitudinally.
- The third year is dedicated exclusively to clinical outpatient experiences.
- Curriculum emphasis: Innovations in Cognitive Behavioral Therapy, Psychotherapy Case Conference, Introductory Psychoanalysis, Brief Psychotherapeutic Interventions, Cognitive Behavioral Therapy for Major Depression, Family and Couples Therapy, Combined Psychopharmacology and Psychotherapy, Dialectical Behavioral Therapy, Crisis Interventions and Brief Techniques.
- Clinical interviewing: advanced application of psychotherapy skills.
- Clinical opportunities: Continuation of outpatient experience, with patient participation in various psychotherapeutic modalities; family and couples therapeutic experiences.
- Supervision: In addition to faculty outpatient supervisors, residents may continue to work 1:1 with a faculty psychodynamic psychotherapy supervisor, participate in group psychotherapeutic supervision, and utilize process notes.
- Electives: Additional psychotherapy training opportunities based on the individual resident’s educational goals. The resident outpatient experience continues one-half day weekly throughout the fourth year.
Your four years of psychiatry postgraduate training are divided into 13 four-week blocks each postgraduate year (PGY) as follows:
- Adult inpatient psychiatry
- Medicine: family, internal and/or pediatric medicine
- Emergency psychiatry
- Consultation/liaison psychiatry
- Child and adolescent psychiatry
- Geriatric consultation/liaison psychiatry
- Inpatient psychiatry at community site Twin Valley Behavioral Healthcare (TVBH)
- Inpatient psychiatry
- Emergency psychiatry
- Addiction psychiatry
- .5 day of outpatient clinic per week during second half of academic year
- Electroconvulsive therapy experience
- Outpatient psychiatry
- Selective (adult, child, consult, ED)
- Community psychiatry
- Consultation/liaison psychiatry
- Forensic psychiatry
- Advanced inpatient psychiatry
- 0.5 day of outpatient clinic per week
Conferences and Seminars
Behavior Science Research Forum
Harding Care Conference
Program Evaluation Committee
The Program Evaluation Committee is comprised of faculty, residents, and educational leadership to ensure the integrity of the educational program and oversee the following:
- Planning, developing, implementing and evaluation educational activities of the Program
- Reviewing and making recommendations for revision of competency-based curriculum goals and objectives
- Addressing areas of non-compliance with ACGME standards;
- Reviewing the program annually using evaluations of faculty, residents, and others;
- Actively ensuring a continual quality improvement process regarding program outcomes.
Quality Outcomes Conference
Research Data Blitz
Resident Classes (All Residents)
Child & Adolescent Psychiatry Course
Neurobehavioral Case Conference
Psychotherapy Case Conference
Resident/Faculty Journal Club
Educational Policy Committee (EPC) Meeting
Faculty Education Meeting
GME Competency Education Program
Tracks and Career Development
During the fourth postgraduate training year, residents may select educational pathways specific to their interests. The goals and objectives of these rotations are commensurate with the resident’s level of training and experience. There are a host of elective rotations available, in addition to the identified pathways discussed below. Residents are encouraged to discuss their interests with the program director to develop educational plans and may complete more than one track.
Advanced Clinical Psychiatry
Residents interested in gaining additional expertise in clinical psychiatry may select various assignments, including consultation, emergency, and inpatient psychiatry rotations designed to foster clinical expertise and administrative, teaching and team leadership skills. Residents may pursue training in advanced psychopharmacology and work with various subspecialty trained psychiatrists.
Child and Adolescent Psychiatry
Nationwide Children’s Hospital, in affiliation with The OSU Department of Psychiatry and Behavioral Health, offers a two-year fellowship in child and adolescent psychiatry. Residents participate in clinical rotations designed to complement their interests, such as pediatric medicine and pediatric neurology. Residents can complete requirements for the adult program in either three or four years prior to entering fellowship training. Interested residents are encouraged to speak with the program and fellowship directors to facilitate planning for this career pathway.
College Mental Health
Leadership in Psychiatric Administration and Education
Longitudinal psychotherapy experiences are available for working with faculty to gain further expertise in selected psychotherapies in cognitive-behavioral therapy, psychodynamic psychotherapy, group psychotherapy, family and couples therapy and other specific therapy domains or combinations of therapeutic modalities. Residents may also participate in an alternative medicine rotation or receive exposure to dialectical behavioral therapy (DBT). Residents pursuing this track identify and work closely with a psychotherapy mentor.
Women’s Mental Health
In addition to the specific tracks outlined, there are several other potential elective opportunities, with others available upon request and designed specifically in response to resident interests.
• Addiction medicine
• Alternative and complementary medicine
• Developmental disabilities
• Eating disorders
• Health care policy and hospital administration
• Integrated care
• Pain and palliative medicine
• Rehabilitation of traumatic brain injury/cerebrovascular accident
Trainee Supervision and Duty Hours
Residents are assigned to a faculty supervisor on each rotation with supervisory interactions occurring on a daily basis at all postgraduate levels. The supervisor-trainee experience is collaborative, involving formal and informal sessions addressing clinical experiences, professionalism, theoretical concepts, application of knowledge and psychodynamic formulation. Faculty are committed, reflective and mindful of each resident’s need to develop autonomy in clinical decision-making and provide mentorship for trainees to advance this goal.
The OSU Department of Psychiatry and Behavioral Health is highly committed to maintaining a high quality of life and enriching educational atmosphere for trainees as well as a safe environment for patient care; therefore, the department strictly adheres to Accreditation Council for Graduate Medical Education (ACGME) duty hour requirements. Duty hours are defined as all clinical and academic activities related to the training program including patient care, on-call, administrative responsibilities, scheduled academic events, and work completed at home.
Expectations of Faculty
- Faculty are required to provide daily supervision of residents assigned to their service. This includes oversight of the resident’s professional conduct, patient care, accrual and application of knowledge, systems-based functioning and verbal and written communication abilities. While the magnitude of supervision varies in relationship to the resident’s training and skill, faculty interact daily with each resident.
- The minimum requirement during residency training is two hours of structured supervision each week, but this value is substantially greater, occurring daily and depending on rotation, patient acuity and other factors.
- Faculty are responsible for completing evaluations and providing regular feedback to the resident regarding their performance, including suggested improvements.
The Resident On-call Experience
- Our program uses a night float system in which residents rotate service as the designated on-call resident. The shifts for night float are generally from 6 p.m. until 7 a.m. for three or four consecutive nights, with typically one or two residents working in tandem on this service. While on the night float rotation, it is the resident’s exclusive focus; that is, residents are not assigned additional clinical responsibilities when these duties are complete. On weekends, other residents are rotationally assigned to work the day shift of 7 a.m. until 6 p.m.
- A faculty supervisor is available on site nightly during part of each shift to provide supervision to residents assigned to this service. Two faculty members, one from the general adult program and another from the Division of Child and Adolescent Psychiatry provide supervisory oversight.
- In addition to the night float or on-call residents, we have additional resident(s) working evening shifts to address unit issues and mental health clinicians that work 24/7 to assist in patient care. These clinicians are an invaluable resource to residents and patients, helping facilitate admissions and discharges, coordinating insurance and payment arrangements, obtaining collateral information and assisting with the various social, logistical and unanticipated aspects of the psychiatric assessment and disposition process.
- As new residents are acclimating to the on-call experience, senior residents are assigned to work with them and provide guidance and oversight. Residents work collaboratively to address patient care issues that emerge. In addition, all on call and night float experiences are psychiatry calls, even while rotating on non-psychiatry services during the first postgraduate year.
Psychiatry Residency Goals and Objectives
The first postgraduate psychiatric year provides the resident with medical skills most relevant to psychiatric practice and introductory inpatient psychiatric experiences. Residents rotate on internal medicine and/or family medicine services and in neurology.
The goals of the first year medical rotations are to:
• Obtain patient historical information, complete physical examinations and order appropriate diagnostic studies.
• Diagnose common medical and surgical conditions and formulate initial treatment plans.
• Provide continuity of care for patients with medical illnesses and determine appropriate referrals.
• Become familiar with medical conditions that may display symptoms likely to be regarded as psychiatric and vice versa.
• Appreciate the interplay of medical and psychiatric factors involved in the expression of medical illnesses.
The PGY-1 resident spends approximately seven months on general inpatient and emergency psychiatry services during the first residency year. The goals of this clinical training are for the resident to:
• Understand elements of differential diagnosis and treatment of various psychiatric conditions.
• Obtain clear and accurate historical information and perform complete physical, neurological and mental status examinations.
• Systematically record pertinent historical and examination information and communicate effectively within a multidisciplinary team.
• Appreciate and uphold the ethical and personal attributes of professional integrity.
The second year of residency is characterized by rigorous exposure to many of the most challenging aspects of hospital-based psychiatric practice. Successful completion of the first postgraduate year is necessary in order for the PGY-2 resident to further focus on acute inpatient management and subspecialty care.
During the PGY-2 year, residents are challenged to appreciate the biological, psychological, social and cultural factors that underlie normal behavior and psychopathology. Residents are expected to become proficient at gathering and synthesizing data, diagnostic formulation and treatment planning. The second postgraduate year fosters considerable growth in the core competency areas of patient care, medical knowledge, practice-based learning, systems-based practice, interpersonal and communication skills and professionalism.
Rotations include exposure to the following areas: addiction psychiatry, child and adolescent psychiatry, community inpatient psychiatry, electroconvulsive therapy, emergency psychiatry, geriatric psychiatry, inpatient psychiatry and neurology. The OSU faculty is present at all clinical sites and closely supervises residents during the second year.
Goals for the second year of residency are to:
• Develop progressive responsibility, diagnostic skills and an understanding of the biopsychosocial factors involved in patient care.
• Further medical knowledge of normal behavior and psychopathology.
• Apply medical knowledge and incorporate clinical experiences to improve patient outcome and physician skills.
• Demonstrate effective written and verbal communication with patients, their families, health care professionals and others involved in the treatment process.
• Adhere to the professional and ethical attributes inherent to the psychiatric professional.
• Function within a multidisciplinary team setting and use appropriate resources available in the context of systems-based practice.
The third year of psychiatric residency represents an exciting transition from inpatient to outpatient-centered experiences. The core competency skills acquired within the PGY-1 and PGY-2 years are the foundation upon which the third year is based. During this year, residents have the opportunity to learn the fundamental principles of outpatient management and to develop further autonomy with clinical care. Various psychotherapy modalities are densely incorporated throughout the upper levels of postgraduate training; however, it is during the third year that residents routinely utilize these concepts. Outpatient psychopharmacology, in combination with psychotherapy, becomes a mainstay for the third-year resident.
There are various clinical sites at which residents work and learn, including the outpatient clinic on-site. The year includes exposure to the community outpatient psychiatry initiative. This consists of multiple local sites at which residents are assigned to, depending upon their interests. Residents also have the opportunity to work in a nearby geriatric facility and a veterans’ affairs clinic. Rural practice settings are also available.
Faculty is present at all clinical sites and closely supervises residents during the third year. In addition, residents are assigned to an additional independent faculty member who serves as a mentor for psychodynamic therapy cases. A cognitive behavioral therapy supervisor is appointed to work with each resident. Instruction includes formalized teaching, patient interactions and individual sessions with supervisors.
Goals for the third year of residency are to:
• Develop progressive responsibility and further autonomy with clinical aspects of patient care.
• Employ the core competencies in everyday practice.
• Develop proficiency at psychotherapeutic techniques, including cognitive behavioral therapy, psychodynamic psychotherapy, family and couple therapy, interpersonal psychotherapy, group psychotherapy and brief psychotherapy.
• Become proficient at psychopharmacological treatment of the outpatient.
• Combine and apply the principles of both pharmacological and psychotherapeutic management appropriately in the outpatient setting.
• Function capably as a member of a multidisciplinary treatment team within many diverse clinical venues.
The fourth postgraduate year of training is based upon successful completion of the first, second and third years of residency. The core competencies are fully incorporated into the daily routine of the fourth-year resident and with this fruition special emphasis is given to professionalism and the senior resident’s role as leader, mentor and colleague. There are several opportunities for the fourth-year resident to assume roles within the greater healthcare system. At this level, residents have maximal autonomy for the responsibilities of patient care and still receive daily supervision and mentoring by faculty. Career guidance and the approach to life-long learning are highlighted.
The diverse fourth-year experience is comprised of rotations in the subspecialized areas of consultation-liaison and forensic psychiatry. Residents continue their longitudinal outpatient experience and have reserved time for elective rotations. Fourth- year residents also have significant teaching responsibilities and work collaboratively with departmental faculty on quality improvement projects, Grand Rounds, and other scholarly works.
Goals of the fourth residency year include the following:
• Readily employ the core competencies in everyday practice.
• Develop autonomy with all aspects of psychiatric care.
• Serve as role model to more junior peers and advance the principles of professionalism.
• Develop a strategy for life-long learning that will effectively serve the physician throughout his career.
• Competently care for the psychiatric patient with subspecialized needs.
• Be adequately prepared, educationally and personally, to meet the challenges of the psychiatric profession.
In addition to fulfilling their clinical obligations and developing competency in psychiatry, residents are encouraged to get involved with various enrichment opportunities compatible with their interests and as their schedules permit.
• Research, quality improvement projects for national meetings
• Medical student interest group, classes for students and other learners
• Departmental/Harding Hospital committees
• Educational Policy Committee
• Quarterly meetings
• All residents invited, one designated representative per class
• Quality Committee Representative
• Clinic meetings, task force, quality reviews
• Resident Quality Forum
• Resident Advisory Council
• PSCO, OPPA MIT, APA, AACAP, AAPL, etc.
• Consider applying for travel and other awards
• Medical Center committees (solicit resident involvement in summer)
• Ethics, informational technology, etc.