Residency Policies & Procedures
II. OVERALL EDUCATIONAL GOALS
The University of Washington Psychiatry Residency Program aims to provide
an outstanding education in psychiatry, adhering to the Common and Psychiatry-specific
requirements of the Accreditation Council for Graduate Medical Education
(ACGME); preparing graduates for the Psychiatry
examination of the American Board of Psychiatry and Neurology (ABPN);
and equipping them for a wide variety of careers within Psychiatry.
Psychiatry residency requires 48 months of training, or 36 months if
the resident enters the program at the PGY-2 level, after completing a
clinical year of education in an ACGME-accredited specialty requiring
comprehensive and continuous patient care, such as Medicine, Pediatrics,
Family Medicine, or a Transitional Year. The program specifies elsewhere
the mission of the program, and the goals and objectives for each PGY-level
of training and for clinical and didactic experiences. Overall goals of
the program are:
- To provide high quality clinical experiences, rotations, and supervision
in primary care, neurology, inpatient psychiatry, emergency psychiatry,
consultation-liaison psychiatry, addiction psychiatry, geriatric psychiatry,
child and adolescent psychiatry, and outpatient psychiatry, and exposure
to forensic psychiatry, community psychiatry, and electroconvulsive
treatment, as required by the ACGME.
- To provide excellent training in diagnosis, differential diagnosis,
pathophysiology, theoretical models, and treatments in psychiatry, including
training in psychotherapies, as specified in the ACGME requirements.
- To provide exposure to, and experience with, the diagnosis and treatment
of patients with a wide variety of psychiatric conditions and an appropriate
mix of ages, gender, socioeconomic status, ethnicity.
- To provide supervision that is appropriate to the resident's knowledge
and skills, and to provide increasing autonomy and responsibility as
the resident progresses through the program, as appropriate.
- To provide a variety of elective rotations, including opportunities
to pursue research during residency.
- To provide regular, high quality didactics covering a range of topics,
as required by the ACGME, and organized in a developmentally appropriate
sequence across the years of training.
- To provide other learning opportunities, such as regular conferences,
Grand Rounds, case conferences, journal clubs and evidence-based psychiatry
conferences, psychotherapy seminars to enhance residents' acquisition
of existing knowledge and skills in lifelong learning.
Practice-Based Learning and Improvement
- To provide regular supervision, formative feedback, and evaluations,
so that residents can incorporate feedback into their practice and education.
- To provide instruction and experience in use of information technology
in patient care; locating and appraising evidence from the literature;
and applying it to patient care, as appropriate.
- To provide instruction and experience in educating patients, families,
other health care providers, medical students, and junior residents.
- To provide case conferences, case reviews, self-assessment and goal-setting,
quality improvement activities, and other opportunities for residents
to examine and improve their practice.
Interpersonal and Communication Skills
- To provide instruction and experience in communication with patients,
families, other physicians, other health care providers, health care
agencies, and the public, across a wide range of socioeconomic and cultural
- To teach skills in consultation to other physicians and health care
- To provide instruction and experience in interviewing, empathic listening,
and therapeutic interventions.
- To teach skills in written communication, including maintaining timely,
legible, and clinically appropriate medical records.
- To teach skills in working in and leading multidisciplinary teams.
- To foster professionalism in both faculty and residents and provide
a supportive, respectful, and collegial learning environment.
- To help residents to develop a professional identity as a psychiatrist,
including demonstrating compassion, integrity, and respect for others;
responsiveness to patient needs that supersedes self-interest; respect
for patient privacy and autonomy; accountability to patients, society
and the profession; and, sensitivity and responsiveness to a diverse
patient population, including but not limited to diversity in gender,
age, culture, race, religion, disabilities, and sexual orientation.
- To educate residents regarding, and promote thoughtful discussion
of, ethical and professional issues particularly relevant to psychiatry.
- To provide instruction and experience in working in different health
care delivery systems.
- To teach residents about specific issues in systems-based practice
relevant to psychiatry, such as involuntary commitment, decisional capacity,
other legal and forensic issues in psychiatry, resources in the system
available for treatment and support of patients.
- To foster a spirit of patient advocacy and skills in coordination
- To teach residents to incorporate considerations of cost effectiveness
and risk benefit analysis into patient care.
- To provide opportunities to identify and work to solve systems errors.
- To foster a collaborative, collegial, supportive, respectful learning
- To provide high quality faculty supervision and teaching.
- To ensure adequate resources, program leadership and staffing to
allow a high quality education for residents.
- To provide a routine, regular, fair evaluation process for residents
- To provide opportunities for residents and faculty to give feedback
about the program, and to participate in program-improvement projects.
- To provide a fair disciplinary, remediation, and grievance process,