Contact Information

The Ohio State University Wexner Medical Center
Department of Psychiatry and Behavioral Health
1670 Upham Drive
Columbus, OH 43210-1250

Program Coordinator: Joenna Cynkar
Fax: 614-293-4200

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 all professional endeavors, especially both components of the American Board of Psychiatry and Neurology (ABPN) examinations. 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 semi-annual clinical skills assessments using the format of oral boards and faculty with experience administering or successfully completing the ABPN examinations. The program also assesses the interviewing skills of the residents in accordance with ABPN and Residency Review Committee guidelines.

Core Curriculum Components

Addiction Psychiatry

This series of courses enhances your knowledge and treatment skills of patients with substance-related disorders and dually diagnosed patients. It presents the continuum from acute intoxication and withdrawal to longitudinal approaches to management, and explores attitudes toward people with addictions and comorbidities.

Business and Finance in Psychiatry

You will take part in various didactic seminars on topics related to mental health care financing, systems and practice considerations, physician finances and other practical skills.

Child and Adolescent Psychiatry

A course that emphasizes basic concepts of working with children and families, including development, manifestations and treatment of common childhood mental disorders, family issues and child abuse, it also includes a comparison with adult psychiatric practices. We will discuss interviewing techniques and history-taking.

Community Psychiatry

Learn about multiple aspects of systems-based practice in community psychiatry, including organization, administrative and clinical foundations of various entities critical for successful mental health care delivery.

Cultural Psychiatry

We discuss world events, historical evolution and theory, and the significance of variables such as cultural, spiritual, ethnic and sexual orientation and their relationships to modern psychiatry. You will learn practical applications to patient care as well.

Diagnostic Nomenclature: DSM-DSM-5

This class emphasizes the history and importance of classification of mental disorders. Faculty discusses the development, strengths and limitations of Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) and its construction as an instrument to survey mental disorders.

Emergency Psychiatry

An introduction to specific expertise necessary for the assessment and intervention of emergent psychiatric conditions, including suicidality, homicidality, mood disorders, psychosis and substance-related emergencies, this course will also cover emergency treatment of disorders of childhood and adolescence.

Essentials of Clinical Psychiatry

This introductory but comprehensive overview of current knowledge in clinical psychiatry uses the current edition of a major psychiatric text, along with structured reading assignments and supplemental materials. Self-assessment exercises facilitate self-directed learning and stimulate discussion. We will cover epidemiology, etiologies, diagnosis, treatment and prevention of psychiatric conditions in detail.


This course, conducted yearly, stimulates awareness and understanding of the ethical issues associated with psychiatry beginning with the American Psychiatric Association code of ethics. You will become familiar with many approaches to applied ethics, including didactic instruction, role play and case-based discussion.

Evidence Based Psychiatry/APA Practice Guidelines

An in-depth look at evidence-based medicine offers you strategies for searching relevant psychiatric evidence to answer a specific question. We discuss theory and process of evidence-based psychiatry and emphasize the understanding and use of data to forward and improve psychiatric decision-making.

Forensic Psychiatry

Essential concepts of the Forensic Psychiatry subspecialty will be presented, including the review of landmark cases, criminal and mental health law and forensic reporting.

Geriatric Psychiatry

A geriatric psychiatrist shares foundational knowledge about caring for the elderly patient, including cultural, social, economic, clinical and pharmacologic distinctions.

History of Psychiatry

Learn the historical foundations of psychiatry, its relationship to the evolution of medicine, and health care delivery throughout the ages. We will also review national and local influences on psychiatric health care.

Interviewing: Clinical Applications

Faculty presents advanced concepts of the comprehensive interview, including analysis of transference and countertransference, risk assessment and psychodynamic formulation. You will conduct patient interviews and receive feedback about the process and content from your colleagues, including faculty. You will also apply case formulation.

Interviewing: The Basics

We cover basic concepts of interviewing, including the role of patient and physician, participant observation, empathy and anxiety. You will learn the phases of an interview and how to use them in structuring an interview, as well as practical techniques for gleaning information from patients with varying degrees of cooperativeness.

Longitudinal Core Competency Course: The Psychiatric Professional

You will take part in a series of educational activities conducted at various intervals throughout your residency. The purpose is to develop and then assess your incremental mastery of the core competencies: communication and interpersonal skills, professionalism, medical knowledge, patient care, practice-based learning and systems-based learning. Activities include clinical interviewing skills, simulated professional examinations, and critiquing your own performance to stimulate self-directed learning. Psychiatrists from the community will discuss professionalism.


This course covers basic concepts of clinical neurology and neurobiological science, emphasizing knowledge and skills relevant to clinical psychiatry. Students will study the current edition of Kaufman, Clinical Neurology for Psychiatrists. We will review structured reading assignments and supplemental materials, assign take-home practice quizzes, and hear brief presentations by faculty.

Neuropsychological Testing

A clinical psychologist will train you in the use, indications and interpretation of various psychological testing instruments.

PRITE Seminar

We review the most recently administered Psychiatry Resident-in-Training Examination (PRITE) and discuss critical learning points in psychiatry and residents, so you gain an understanding of your own intellectual strengths and any areas in need of improvement.


The psychopharmacology curriculum is integrated at all levels of postgraduate training with introductory, advanced and controversial topics in the current literature. It emphasizes a critical and evidence-based approach to psychopharmacological decision-making and biological and explores the socioeconomic implications of treatment.

Psychosomatic Medicine

We present introductory and advanced concepts in communication, patient care and systems-based practice as they relate to psychosomatic medicine and the consultant's role.

Psychotherapy Curriculum

This is a longitudinal series of educational activities that occur throughout your residency, beginning in the first postgraduate year. The curriculum emphasizes theoretical and practical applications of major psychotherapeutic modalities. Various formats are used including didactic instruction, clinical experiences, individual and group supervisory experiences, structured time with a psychotherapist and a cognitive behavioralist, simulated exercises and recorded material. You will achieve competency in brief therapy, cognitive-behavioral therapy, combined psychotherapy and psychopharmacology, psychodynamic therapy and supportive therapy. You will also gain proficiency in understanding family systems and couples therapy, with additional psychotherapy training opportunities available based on your interests.

Clinical Experiences

Your four years of psychiatry postgraduate training are divided into 13 four-week blocks each postgraduate year (PGY) as follows:


  • 6 blocks of adult inpatient psychiatry
  • 4 blocks of medicine: emergency, family, internal and pediatric medicine
  • 1 block of emergency psychiatry
  • 1 block of neurology
  • 1 block of consultation/liaison psychiatry


  • 2 blocks of child and adolescent psychiatry
  • 1 block of geriatric consultation/liaison psychiatry
  • 2 blocks of inpatient psychiatry at community site Twin Valley Behavioral Healthcare (TVBH)
  • 2 blocks of inpatient psychiatry
  • 3 blocks of emergency psychiatry
  • 1 block of addiction psychiatry
  • 1 block of neurology
  • 1 block core selective (addiction, adult, child, consult, ED, geriatric, TVBH)
  • .5 day of outpatient clinic per week during second half of academic year
  • Electroconvulsive therapy experience


  • 13 blocks of outpatient psychiatry


  • 7 blocks of electives
  • 1 block core selective (addiction, adult, child, consult, ED, geriatric, TVBH)
  • 1 block of community psychiatry
  • 2 blocks of consultation/liaison psychiatry
  • 1 block of forensic psychiatry
  • 1 block advanced inpatient psychiatry
  • 0.5 day of outpatient clinic per week

Residents participate in outpatient experiences at hospital-based and community sites throughout their years of training. Our affiliated sites include the Veterans Administration Medical Center, Twin Valley Behavioral HealthcareNationwide Children’s Hospital and community mental health agencies.

Classes and Conferences

Introductory Lecture Series

Faculty presents the generally accepted theories and major diagnostic and therapeutic strategies pertaining to the field of psychiatry to PGY-1and PGY-2 residents.

Advanced Lecture Series

Faculty presents advanced issues in psychiatric theory, including neurobiology, development, cultural diversity and therapeutic modalities to PGY-3 and PGY-4 residents.

PGY-3 Psychotherapy Courses

Designed for PGY-3 residents, these courses emphasize various psychotherapeutic modalities through didactic sessions, group supervision and individual supervision with a psychotherapist and cognitive behavioral therapist.

PGY-4 Psychotherapy Courses

Faculty presents advanced concepts in psychotherapeutic theory and application to PGY-4 residents. The courses also cover family systems and cognitive behavior therapy; residents receive individual and group psychotherapy supervision.

Resident Classes (All Residents)

Each year we design classes for residents at all levels of training, such as ethics, evidence-based psychiatry and neurology classes. The expertise of trainees at different phases of their residency enhances the learning environment, shares practical experience and promotes collegiality.

Grand Rounds

Grand Rounds are held the first three Wednesdays of each month from 1-2 p.m. at Davis Heart and Lung Research Institute Auditorium (DHLRI 170). Internationally and nationally recognized psychiatrists, OSU faculty and PGY-4 residents (with faculty oversight) make presentations.

Case Conferences

Held throughout the academic year, this forum is conducted by and for residents (with faculty oversight) who present clinical cases, special topics and interviews. Faculty are present to facilitate.

Child and Adolescent Psychiatry Case Conference

Conducted monthly throughout the academic year, this conference features faculty with subspecialty training in child and adolescent psychiatry. Fellows also attend and participate.

Neurobehavioral Case Conference

Psychiatry faculty in collaboration with colleagues from other medical specialties and mental health disciplines present clinical cases with a neurobehavioral emphasis on the third Thursday of each month from noon-1 p.m.

Psychotherapy Case Conference

Psychiatrists with psychotherapy experience facilitate this group week for PGY-3 and PGY-4 residents.

Resident/Faculty Journal Club

The Journal Club meets several times annually to review and criticize a relevant, timely article of psychiatric significance. Both residents and faculty participate.

Resident/Faculty Meeting

All residents and faculty meet on the first Tuesday of each month from noon-1 p.m. to discuss issues concerning the program and department.

Residents Meeting

Residents meet to discuss relevant issues on the second, third and fourth Tuesdays of each month from noon-1 p.m.

Educational Policy Committee (EPC) Meeting

Faculty and peer-selected residents participate in EPC meetings conducted throughout the year. The objectives of this group are described further in the residency manual.

Faculty Education Meeting

Faculty from OSU and our affiliate sites gather monthly to discuss various issues related to the education program, including faculty education about policies, the evaluation and promotion process, etc.

Introduction to the Practice of Medicine: On-line, On-Demand Lecture Series

This lecture series was designed to increase the exposure of house staff to non-traditional curricular topics mandated by the ACGME. All residents must complete the “Sleep Deprivation” and “Impaired Physician” lectures within the first year of their training and, in addition, are required to complete 10 modules throughout the course of their training program.

Psychotherapy Curriculum

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.


  • Courses: Introduction to Psychotherapy, Introductory Interviewing, Crisis Interventions and Brief Techniques.
  • Clinical interviewing and simulated 30-minute exercises: therapeutic rapport and the doctor/patient relationship.
  • Clinical emphasis: Develop supportive therapeutic relationships in adult inpatient and crisis-oriented settings.


  • Courses: Introduction to Outpatient Practice, Advanced Interviewing, Supportive Psychotherapy, Crisis Interventions and Brief Techniques, Group Psychotherapy Seminar, and Family and Couples Therapy.
  • Clinical interviewing and simulated 30-minute exercises: therapeutic rapport and identifying opportunities for psychotherapeutic interventions.
  • Clinical emphasis: Supportive psychotherapeutic interventions and understanding family systems in various clinical settings, including geriatric, child and adolescent and chronically mentally ill patients; elementary concepts of psychodynamic formulation of patients with serious mental illness.
  • The outpatient clinic experience begins in January of the second year, four hours weekly.


  • Courses: 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 the weekly Psychotherapy Case Conference.
  • Clinical interviewing and simulated exercises: advanced application of psychotherapy skills.
  • Clinical emphasis: Continuation of the outpatient experience, with participation in various psychotherapeutic modalities; exposure to diverse clinical, cultural and demographic population (including children and adolescents).
  • Supervision: In addition to faculty outpatient 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.


  • Courses: 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.
  • Residents participate in the weekly Psychotherapy Case Conference.
  • Clinical interviewing and simulated exercises: advanced application of psychotherapy skills.
  • Clinical emphasis: Continuation of the 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, including advanced cognitive behavior certification are available, based on the individual resident’s educational goals. The resident outpatient experience continues one-half day weekly throughout the fourth year.

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

For residents interested in gaining additional expertise in clinical psychiatry, you may select various assignments, including consultation, emergency, geriatric and inpatient psychiatry rotations designed to foster clinical expertise and administrative, teaching and team leadership skills. You may pursue training in advanced psychopharmacology and work with subspecialty trained psychiatrists in geriatric psychiatry and/or psychosomatic medicine.

Residents interested in receiving advanced training in electroconvulsive therapy may also elect to participate in this experience. You may receive funds to defray expenses related to attending the Association for Convulsive Therapy Annual Meeting and completing the related electroconvulsive therapy certificate course.

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. The fellowship program is awaiting accreditation approval. Residents complete their first three years of postgraduate training at OSU where they participate in clinical rotations designed to complement their interests, such as pediatric medicine and pediatric neurology. Residents can complete the adult program in three or four years. Interested residents are encouraged to speak with the program director and fellowship director to facilitate planning for this career pathway and to apply for selection to the fellowship through the National Resident Matching Program (NRMP) and Common Child and Adolescent Psychiatry application during general residency.

College Mental Health

The OSU Counseling and Consultation Service provides mental health treatment for many college students and their spouses. Residents may elect to rotate at this site longitudinally to develop diagnostic and therapeutic skills.

Public and Community Psychiatry

To maintain and further nurture skills and interests in community and public psychiatry, residents, residents treat patients with severe and persistent mental illnesses in the public sector. Residents also develop further understanding of cross cultural psychiatry and public mental health administration and policy. Myriad rotational sites and outpatient experiences are available, including exposure to Assertive Community Treatment (ACT) teams, mobile van services, correctional settings, etc.

Forensic Psychiatry

Those interested in forensic psychiatry may pursue advanced rotations under the direction of faculty with this subspecialty expertise. A faculty mentor will assist you in developing rotations and experiences aligning with your interest. The clinical site for this track is our affiliated site, Twin Valley Behavioral Health; experiences may occur at other sites as well.

Leadership, Administration and Education

You may elect to participate in this pathway if you wish further expertise in psychiatric leadership and administration. Experiences are individualized based on interests, and can include exposure to leaders at mental health organizations like the Ohio Department of Mental Health, the Alcohol Drug Addiction Mental Health Board of Franklin County, and Twin Valley Behavioral Health. Residents may also work closely with The OSU Department of Psychiatry and Behavioral Health administrators such as the chairman, program director and director of clinical services and participate in select committees, like those related to quality assurance, clinical operations, etc. This rotation may include significant oversight and participation in educational administrative activities and teaching.

Neurobehavioral Medicine

Residents with an interest in neurobehavioral aspects of psychiatry and medicine may work with faculty from the disciplines of psychiatry, neurology and medicine as well as allied health and neurobehavioral psychology specialists. You will gain clinical knowledge of this diverse patient population and work in various clinical sites.


Longitudinal psychotherapy experiences are available for 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 dialectical behavioral therapy (DBT). Residents pursuing this track identify and work closely with a psychotherapy mentor.

Research and/or Academic Psychiatry

Departmental or interdisciplinary clinical or neurosciences research is available to those interested. Residents identify and are supervised by a research mentor. Individuals interested in pursuing an academic psychiatry career are encouraged to consider this track. Residents receive departmental or university support for their scholarly endeavors, such as technical assistance, statistical assistance and funds to defray costs of travel related to presentations or attendance at relevant academic meetings.

Sleep Medicine

If you are considering a subspecialty of sleep medicine or a fellowship in this field, you are encouraged to complete this rotation. Based on your individual considerations, this rotation can prepare you for a sleep medicine fellowship and include rotations on pulmonary, neurology, and sleep medicine services. It is completed under the direction of the sleep medicine fellowship director and psychiatry program director.

Women’s Mental Health

Those interested in women’s mental health issues are encouraged to complete rotations in this program, designed to address the individual learning interests of residents. It may focus on mental health issues across the lifespan and reproductive cycle or in conjunction with various disease mechanisms, such as patients with endocrine or cardiac concerns. Residents may identify specialty populations, such as postpartum or geriatric patients, for further emphasis.

Elective Opportunities

These are potential elective opportunities. Others may be available upon request.

  • Addiction, emergency or inpatient psychiatry
  • Administrative psychiatry at Ohio Department of Mental Health
  • Advanced cognitive behavior training
  • Alternative and complementary medicine
  • Child and adolescent psychiatry
  • Community psychiatry
  • Consultation/liaison psychiatry
  • College mental health
  • Developmental disabilities
  • Eating disorders
  • Educational administration
  • Electroconvulsive therapy
  • Forensics
  • Geriatrics
  • Health care policy and hospital administration
  • Interdisciplinary behavioral health systems
  • Juvenile justice system
  • Mental retardation
  • Neurology
  • Neuroradiology
  • Neuropsychological testing
  • Pain and palliative medicine at James Cancer Hospital
  • Psychotherapy
  • Rehabilitation of traumatic brain injury/cerebrovascular accident
  • Research
  • Sleep medicine

Trainee Supervision and Duty Hours

Residents are assigned a faculty supervisor on each rotation. Supervision occurs 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 is reflective and mindful of each resident’s need to develop autonomy in clinical decision-making and will work with you to help further this goal.

The OSU Department of Psychiatry and Behavioral Health is highly committed to maintaining a high quality of life and educational environment 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 such as dictation or completion of progress notes, and scheduled academic events.

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, faculty interact daily with each resident.
  • The minimum requirement for residency training is two hours of structured supervision each week, but this value is substantially greater, occurring daily and depending on rotation, acuit and other factors.
  • Faculty are responsible for 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 to serve 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. 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 resident, we have a second resident assigned to work weekdays until 7:30 p.m. 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, more 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.

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 the Departments of Neurology and Emergency Medicine.

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. You 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 community psychiatry, partial hospitalization, consultation and forensics. 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, hospital staff and the college of medicine.

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.