The four-year curriculum is designed to emphasize the resident's responsibility for psychopharmacological treatment, psychotherapy, and case management. Clinical experiences foster increasing responsibility and autonomy as training progresses. Whether care occurs in the emergency room, inpatient unit, or outpatient setting, the training program offers a clinical sequence with broad-based clinical opportunities and experiences. Dedicated faculty members provide supervision of all clinical activities.
Educational Goals and Philosophy
The mission of the UIC Psychiatry Residency Training Program is to provide high-quality education and training. Our program aims to train psychiatrists who will become astute diagnosticians with a comprehensive understanding of human behavior from a variety of perspectives. Additionally, residents leave with the skills and competence to provide quality psychiatric care using appropriate modalities.
Our training program is based on the principle that all residents should have broadly ranged clinical rotations, opportunities to function in a variety of clinical settings, formal experiences in a wide range of subspecialty areas, and opportunities to pursue postgraduate fellowships and research career development. We also educate our residents in the current trends in psychiatry, particularly with regard to social and community psychiatry, neuropsychiatry, psychotic disorders, women’s mental health, and mood and anxiety disorders.
Trainees are encouraged to be curious, to question and synthesize information, and to take on more responsibility and function with an increasing degree of independence. The underlying assumption of the training program is that four years of training in a general psychiatry program can provide a baseline breadth and depth of education and skills. The education of a psychiatrist only begins during the training years and continues beyond the residency.
Learning is a life-long process. Education and training can occur only on the fertile ground of clinical excellence and in an atmosphere where advancement of knowledge is encouraged. Partnerships and collegiality between faculty and residents promote an environment where education flourishes. Our faculty members encourage individual initiative and motivation, and the program is designed to meet the general as well as specific needs and interests of individual residents.
As we prepare our residents for a future that emphasizes developments in the neurosciences, we continue our emphasis on the in-depth understanding of the psychotherapies.
Please see the links to the left that cover the specific year curriculum and seminars.
Additional Features of the Program
Supervision. Residents have on-site faculty supervision for each clinical assignment throughout the four years. In addition, each PGY-2 resident is assigned an outpatient supervisor for his/her ongoing psychotherapy cases. PGY-3 and 4 residents are assigned individual supervisors for dynamic therapy, cognitive/behavioral psychotherapy and outpatient child & adolescent cases.
Residency Training Committee Meeting. The residency training director holds a one-hour meeting twice a month that is open to faculty and residents for the purpose of reviewing curriculum, policies, clinical sites, and seminars.
Clinical Case Conference. This weekly conference at the University Inpatient Unit is attending by residents rotating on inpatient psychiatry, emergency psychiatry and consult-liaison. Residents rotate presenting a recent patient with faculty discussion and review of relevant literature.
Chief Resident's Meeting. The two Chief Residents meet weekly with all the residents to discuss ongoing projects, review current concerns and to convey information. They also serve as the resident liaison to the faculty.
Journal Club. Once a month, residents review a specific scientific paper using evidence based principals and consult with an expert faculty member for discussion. In addition there are journal clubs sponsored by clinical sections within the Department of Psychiatry.
Grand Rounds/Residency Forum. Wednesday afternoon is devoted to educational meetings, case conferences, forums, and grand rounds. The series includes outside speakers, faculty speakers, and clinically oriented sessions organized by residents and service chiefs.
Medical Student Teaching. All residents participate in teaching medical students on each clinical rotation. A course on teaching skills is provided. Residents may also elect to give selected lectures in medical student courses or to teach a small group of first-year and/or second-year medical students as part of the Essentials of Clinical Medicine course.
Research. We encourage residents to do research. Residents who are interested in a specific research project should identify faculty with similar interests. Residents with prior research experience are encouraged to begin linking to faculty members early in their residency. Although clinical research can be conducted at any time during residency training, specific time can be allocated in the fourth year. Our department has been successful in stimulating the research interests of our residents. Easy access to faculty who can serve as mentors has facilitated this process.
Please see the link at "Research" in the left-hand menu for more information
Retreats. Retreats for residents only and for residents and faculty together serve to promote professional development and provide a forum for discussion of resident issues across a broad spectrum of topics. PGY-1 residents also enjoy a team-building wilderness retreat during orientation.
Departmental Libraries. The department has several libraries. The Jack Weinberg library at the Psychiatric Institute maintains a wide range of psychiatric journals and books, over 400 videotape titles, has a librarian and four computers for Medline searchers. The Edward E. Byars library is located at the Neuropsychiatric Institute, where the residents have their offices. It has a collection of the most-used psychiatric reference books and texts for the residents’ immediate reference.