Education/Training Overview

Jeffrey M. Lyness, M.D., Associate Chair for Education

Education and professional development have been fundamental aspects of the Department of Psychiatry's mission since its inception. Established in 1946 by Dr. John Romano, the department has been known for its leadership in medical student education and in the training of health professionals from many disciplines in the provision of care informed by psychological and social as well as biomedical perspectives. Dr. Romano was a visionary leader of modern American psychiatry who brought teaching to the bedside and, integrated psychiatry with the medical school and the general hospital. Together with his colleague George Engel, MD, they developed and promulgated what has become known as the biopsychosocial model. Their influence spread throughout the University and, indeed, throughout the world.

Decades later our commitment to excellence in education is unchanged. Dedication to teaching and to the development of the next generation of mental health care providers is a hallmark of our faculty. Please explore this website for more information about the many rich educational opportunities available; these include the formal training programs listed below, as well as continuing education and faculty development. We are proud of our legacy of excellence in education and would be pleased to try and answer any questions you may have.

Education programs of the Department of Psychiatry embody four interconnected themes:

• The first is that our patients are outstanding teachers. With a wealth of clinical programs and the large and diverse communities that we serve, the Department's patient care services offer enormous opportunities for learning.
• Second, our education programs emphasize multidisciplinary training. In addition to highly developed knowledge and skills in one's own discipline, optimal patient care results from effective interactions among all members of the healthcare team. Our training programs interact, each serving as a resource to the other, but also capitalizing on appropriate opportunities for shared learning about the most effective interdisciplinary processes.
• Third, we maintain a careful balance of theoretical and clinical perspectives in training. These are rooted in our biopsychosocial traditions, recognizing the role of multiple factors across the systems continuum from the "biological" through psychological, social, and community / systems interventions.
• Finally, the Department maintains its commitment to lifelong learning and professional development at all levels, including its full-time faculty and community-based faculty and collaborators. In addition to didactics specific to each training program, our Department and professional community offer grand rounds, workshops, and other continuing education offerings events, assuring a vibrant learning environment. Our highly acclaimed Faculty Development Program emphasizes mentoring as the cornerstone of supportive professional growth in our careers as clinicians, teachers, researchers, and community partners.

Oversight of all training is provided by an Education Committee composed of leaders of all of our programs. Support is provided by an office of experienced administrators and secretarial staff dedicated solely to these functions.