1. Historically, teaching on the Consultation-Liaison Psychiatry (CLP) Service was case-based. As a result, second year residents (R2s) were not systematically exposed to core CLP topics. With this project we developed and implemented a formalized didactic curriculum for R2s rotating on the CLP Service. BACKGROUND AND OBJECTIVE METHODS EVALUATION STRATEGIES Service Based Teaching in Consultation-Liaison Psychiatry: Development and Results of a Novel Curriculum Kristen Brooks, MD; J. Jewel Shim, MD University of California San Francisco Departments of Psychiatry Content derived from multiple sources: Literature on service-based curricula in CLP ACGME and RRC requirements in CLP Residency Training Program core requirements Academy of Psychosomatic Medicine training guidelines Faculty input Structured to facilitate learning: Thirty minute didactic sessions facilitate high-yield, focused learning on a busy clinical service Content begins with the most urgent topics, and moves through diagnostic categories, covering diagnosis and management issues Teaching techniques vary to best cover a topic: Didactics Case-based learning Evidence Based Medicine Based on positive feedback, we have implemented the following expansions: 28 lectures on core topics in CLP following a similar developmental plan 5 Evidence Based Medicine literature reviews on key topics in CLP  Feedback on the current curriculum structure is overwhelmingly positive and this rotation is amongst the most highly ranked by residents in terms of education and learning Ongoing research: Obtain quantitative data on the curriculum’s effectiveness, including early and end of rotation evaluation of: Resident self-evaluation of knowledge and competency in core CLP topics Attending evaluation of residents using 2 standardized cases with a systematic scoring system. Residents will be evaluated on their ability to demonstrate: Application of DSM IV criteria in the medically ill Recognition of common medication issues Consideration of medical co-morbidities Identification of systems issues Appropriate use of collateral WHERE WE ARE NOW, AND THE FUTURE: DISSEMINATION Dissemination is planned in 3 ways: 1.Service: Ensure sustainability 2.Department: Application of teaching principles and structure; collaboration within our multi-site system 3.National: Poster presentation in the academic psychiatry and CLP communities; publish the curriculum with both objective and subjective data REFERENCES 1. ACGME Program Requirements for Graduate Medical Education in Psychiatry; Revised Common Program Requirements Effective: July 1, 2007 2. Recommended Guidelines for Consultation-Liaison Psychiatry Training in Psychiatry Residency Programs: A Report from the APM Task Force on Psychiatric Resident Training in Consultation-Liaison Psychiatry. Gitlin,et al. ORIGINAL CURRICULUM CONTENT Initial 12 week course : Introduction to Consult-Liaison Psychiatry, PGY-2 Guided learning objectives How to take and complete a consult – effectively working with consulting services, gathering data, evaluating the patient, and providing recommendations Delirium: identification, differential, management, follow up Capacity evaluations: basic principles and concepts “My Patient Seems Sad”: Etiologies and Management of Depression in the Hospital Setting “My Patient is Acting Weird”: Etiologies and Management of Psychosis and Mania in the Hospital Setting Common Psychiatric Sequelae of Neurologic Illness Cancer: The Psychiatric Ramifications of Diagnosis, Disease, and Treatment Somatoform Disorders: Identification and Management in the Inpatient Setting Personality Disorders on the Hospital Unit: Patient and Team Management Brief Therapy in the Hospital Setting Feedback “Weekly didactics are well-organized and thought-out, great quality. The teaching is thorough, engaging, up to date, and diverse” “Teaching is outstanding, including the organization of teaching, with the time for teaching at generally the same time each morning” “Excellent teaching! Rotation takes advantage of uneven flow with ample didactics and ad hoc teaching” “I developed increased confidence in my clinical decision-making skills on this rotation more than any other rotation” “Definitely one of the best educational experiences as a resident I have had thus far” “Teaching sessions were frequent and useful” 100% of residents agree (18%) or strongly agree (82%) that “the teaching is of high quality” and that the rotation is “an excellent overall educational experience” FEEDBACK FROM RESIDENTS: Results: Content adjusted Sequence streamlined Curriculum expanded Feedback incorporated week to week Feedback incorporated rotation to rotation Ongoing verbal feedback Anonymous, end of rotation summative feedback Supported by: UCSF Psychiatry Faculty Fellowship in Educational Scholarship