Developing a psychiatric residency program: two residents view their participation.

Abstract

For two residents in a new community-based psychiatric residency, the program was a valuable educational experience whose main virtues were the real-world-oriented training and the resident-designed curriculum. The residents believe those virtues are the result of differences of opinion within and between the four groups involved: the faculty, with divergent educational goals; the staff, transferred from a traditional training ward in a state hospital; the community, with its varying priorities for services; and the residents themselves. The paper, which focuses on the program's first year, is published in conjunction with the preceding description of the program by two faculty members.