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.




Addiction Psychiatry

Emphasis on addiction psychiatry will enhance your knowledge to treat patients with substance use disorders and dual diagnoses. We address the continuum from acute intoxication and withdrawal to longitudinal approaches of management and explore transference, ethical, social, and political issues that may impact care of this population.

Boards Review

The program has a rich tradition of positive performance by residents on the American Board of Psychiatry & Neurology (ABPN) certification examinations. Major components of this preparation include review of the annual examination taken by all trainees; inclusion of essential concepts throughout the curriculum; and resident participation in routine review of board-style questions weekly. Preparation  culminates with a senior-level course prior to graduation.  

Business and Finance in Psychiatry

You will take part in various seminars on topics related to mental health care financing, operational systems and practice considerations, personal finances and investment, and other events to increase your understanding and application of the business of care delivery and personal finance management.

Child and Adolescent Psychiatry

Residents participate in sessions about fundamental concepts of working with children and families, including normal and abnormal development and diagnosis and treatment of common disorders manifesting during childhood and adolescence. In addition, there is emphasis on family systems and child abuse, interviewing techniques and history-taking, and family therapy. 

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.

Consultation-Liaison Psychiatry

Topics in the subspecialty of consultation-liaison psychiatry are discussed, with the consultant’s vital role in communication, patient care and systems-based practice, and morbidity reduction emphasized.

Cultural Psychiatry

We discuss world events, the political context, and the significance and relationships of factors such as culture, spirituality, race, ethnicity and sexuality to modern psychiatry. You will learn practical applications to patient care and international, national, and regional influences on psychiatric health care.

Diagnostic Nomenclature: DSM-DSM-5

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

Emergency Psychiatry

A comprehensive review of the specific expertise necessary for the assessment and intervention of patients experiencing psychiatric crisis, including suicidality, homicidality, catatonia, agitation, psychosis, substance-related emergencies, and other circumstances is provided. 

Essentials of Clinical Psychiatry

This comprehensive overview of medical knowledge in clinical psychiatry uses the current edition of a major psychiatric text, along with structured reading assignments and supplemental materials. A jeopardy-style format of self-assessment facilitates self-directed learning and stimulates discussion. We cover epidemiology, etiologies, diagnosis, treatment and prevention of psychiatric conditions in detail.


There are structured educational events to stimulate awareness and understanding of the ethical issues inherent to psychiatry beginning with the American Psychiatric Association’s Code of Ethics. Concentration on ethical and legal issues in patient care, such as autonomy, beneficence capacity, confidentiality, consent, and other issues, are thoroughly explored. 

Evidence Based Psychiatry/APA Practice Guidelines

An in-depth look at evidence-based psychiatry offers you strategies for searching relevant psychiatric evidence to answer straightforward and complex clinical questions. We discuss theory and process of evidence-based psychiatry and emphasize the understanding and use of data to advance and improve psychiatric decision-making.

Forensic Psychiatry

Essential concepts of the subspecialty of forensic psychiatry will be presented, including review of landmark cases, civil commitment, competency to stand trial, criminal responsibility, confidentiality and privilege, malingering, forensic reporting, and other applications within the scope of the profession.

Geriatric Psychiatry

Foundational knowledge about caring for older adults is presented with emphasis on cultural, social, economic, clinical and pharmacologic distinctions. The diagnosis, treatment, and course of neurocognitive disorders and the impact of chronic mental illness, related sequelae, and longitudinal course are described.

History of Psychiatry

Learn the historical foundations of psychiatry, its relationship to the evolution of medicine, and health care delivery throughout the ages. The transformation to contemporary psychiatry and impact of retrospective international, national and local influences are presented.

Interventional Psychiatry

The utility and applicability of interventional psychiatry treatments, such as biofeedback, deep brain stimulation, electroconvulsive therapy, ketamine infusions, transcranial magnetic stimulation and other techniques of neuromodulation, are described. 

Interviewing: Basics, Clinical Applications, & Advanced Concepts

Basic concepts of interviewing, including the patient-physician relationship and professionalism, are addressed. The phases and structure of the interview, as well as practical techniques for gleaning information from patients with varying degrees of cooperativeness and motivation are discussed and exemplified. Risk assessment and advanced concepts, such as analysis of transference and countertransference and psychodynamic formulation are emphasized. Residents conduct patient interviews and receive feedback about the process and content from faculty and resident colleagues and apply case formulation.

Milestones of Psychiatric Professionals

Residents participate in a series of educational activities conducted at various intervals throughout residency to develop and have assessed 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 assessments, medical knowledge examinations, quality improvement and scholarly events, and presentation of faculty-mentored projects.

Neurology Review

Foundational knowledge of clinical neurology and neurobiological science, emphasizing core concepts and skills relevant to practicing psychiatrists are presented.   

Neuropsychological Testing

Residents learn about the use, indications, and interpretation of various psychological testing instruments commonly encountered in the care of patients having behavioral health issues.

PRITE Seminar

Annually, the most recently administered Psychiatry Resident-in-Training Examination (PRITE) is reviewed to discuss critical learning points. Residents will have individualized feedback about performance to gain an understanding of strengths and opportunities for improvement of medical knowledge.


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

Psychotherapy Curriculum

This is a longitudinal series of educational activities that occur throughout 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 and demonstrations, individual and group supervisory experiences, structured time with a psychotherapist and a cognitive behavioralist, simulated exercises and recorded material. Residents develop competency in brief therapy, cognitive-behavioral therapy, combined psychotherapy and psychopharmacology, psychodynamic therapy and supportive therapy. Residents also gain proficiency in understanding family systems and couples therapy and dialectical behavioral therapy, with additional psychotherapy training opportunities available based on personal interests.

Resiliency and Personal Wellness

The program is fully committed to helping trainees appreciate the importance of resiliency and personal wellness during residency and throughout their careers. There are several departmental activities semi-annual retreats, monthly dedicated time for professionally-led relaxation and debriefing groups, and periodic provision of healthy food options. Residents also participate in wellness initiatives hosted by the Department of Graduate Medical Education. 

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.


  • 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.
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 Healthcare, Nationwide Children’s Hospital and community mental health agencies.

Clinical Experiences

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
  • Neurology
  • 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
  • Neurology
  • Elective
  • .5 day of outpatient clinic per week during second half of academic year
  • Electroconvulsive therapy experience


  • Outpatient psychiatry


  • Electives
  • Selective (adult, child, consult, ED)
  • Community psychiatry
  • Consultation/liaison psychiatry
  • Forensic psychiatry
  • 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 Healthcare, Nationwide Children’s Hospital and community mental health agencies.

Conferences and Seminars

Behavior Science Research Forum

In this forum, residents interact with experienced researchers, presenting their initial concepts and obtaining feedback about the early stages of the research process and design planning. Information about university resources is also shared during this networking opportunity.

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.

Harding Care Conference

This monthly event showcases programs, challenges, or other patient-care related issues that are occurring throughout the Department of Psychiatry.  Consistent with our philosophy of  interprofessional team involvement,  the conference is open to all, including residents, within the Department.

Journal Club

Residents and faculty convene monthly to review and criticize a timely article of psychiatric significance. With mentoring by faculty, residents present important aspects of the article for the group to consider.

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

All residents participate in quality improvement activities during their training and the culmination of their efforts and quality improvement projects are presented via this conference, conducted several times throughout the academic year.

Research Data Blitz

Trainees summarize their scholarly works of the last year, specifically publications or presentations from international, national, or regional conferences, during this annual Spring event.

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 & Adolescent Psychiatry Course

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

Led by chief residents, the entire residency group meets weekly to discuss relevant issues during protected time. 

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 gather routinely to discuss resident performance, engage in development activities and discuss other aspects of the educational program. 

GME Competency Education Program

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.

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

The Ohio State Counseling and Consultation Service provides mental health treatment for many college students and their spouses. Working alongside departmental faculty, residents may elect to rotate at this site longitudinally to develop diagnostic and therapeutic skills.

Community Psychiatry

To maintain and further nurture skills and interests in community psychiatry, residents have several options to be involved with the treatment of 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, leadership, and policy. A myriad of rotational sites and outpatient experiences are available, including exposure to Assertive Community Treatment (ACT) teams, correctional settings, population-specific services, 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 residents in developing rotations, scholarly works, and experiences aligning with interests. This clinical track is often based  at our affiliated site, Twin Valley Behavioral Health, although experiences may occur at other sites as well.

Leadership in Psychiatric Administration and Education

Residents  may elect to participate in this pathway to gain 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.  Residents will gain clinical knowledge of this diverse patient population and work in various clinical sites.


Residents interested in receiving advanced training in the modalities of electroconvulsive therapy and transcranial magnetic stimulation may participate in this experience. There is ample time and opportunities for clinical experience with faculty who provide this care daily during this elective, as well as involvement in scholarly works. 


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.


Departmental or interdisciplinary clinical or neurosciences research is available to those interested. Residents are paired with research mentors. 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 professional meetings.

Sleep Medicine

Residents interested in sleep medicine or considering a fellowship in this field are encouraged to complete this elective track. Based on individual considerations, this rotation can prepare residents 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.  Focus is provided 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

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.



Getting Involved

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
Consider applying for travel and other awards
Medical Center committees (solicit resident involvement in summer)
Ethics, informational technology, etc.