Curriculum Overhaul in Psychiatric Residency: An Innovative Approach to Revising the Didactic Lecture Series
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Creating a comprehensive, longitudinal didactic curriculum is a challenge for any psychiatry residency program. With the advent of the Accreditation Council for Graduate Medical Education (ACGME) milestones, residents must show progression throughout the 4 years in specific competencies within defined topics. Many milestones dictate didactic content areas to which residents require exposure, but do not provide detailed guidelines for an overarching curriculum [1, 2]. Many content areas in psychiatry are rapidly evolving, and it is daunting for program leadership to stay apprised of changes in each area to guide curricular development.
Residents in the Massachusetts General Hospital (MGH)/McLean Adult Psychiatry Residency, a midsize to large program with two primary teaching campuses, have a protected half-day during which the bulk of didactic material is taught. Additional didactics are typically organized by rotation directors on individual rotations, and these talks pertain more...
Compliance with Ethical Standards
This Educational Case Report was not intended as a research project, and viewed more along the lines of a QI project. We consulted printed material from the Partners Healthcare IRB/Partners Human Research Committee and determined that the study did indeed meet the criteria for a QI project exempt from IRB approval.
There were no sources of funding to support this project.
On behalf of all authors, the corresponding author states that there is no conflict of interest.
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