Academic Psychiatry

, Volume 36, Issue 5, pp 380–387

Psychiatry in the Harvard Medical School—Cambridge Integrated Clerkship: An Innovative, Year-Long Program

Authors

    • Cambridge Health Alliance
    • Harvard Medical School
  • Christopher Bullock
    • Cambridge Health Alliance
    • Harvard Medical School
  • Elizabeth Gaufberg
    • Cambridge Health Alliance
    • Harvard Medical School
  • Mark Albanese
    • Cambridge Health Alliance
    • Harvard Medical School
  • Pedro Bonilla
    • Cambridge Health Alliance
    • Harvard Medical School
  • Ramona Dvorak
    • Cambridge Health Alliance
    • Harvard Medical School
  • Claudia Epelbaum
    • Cambridge Health Alliance
    • Harvard Medical School
  • Lior Givon
    • Cambridge Health Alliance
    • Harvard Medical School
  • Karsten Kueppenbender
    • Harvard Medical School
    • Massachusetts General Hospital
  • Robert Joseph
    • Cambridge Health Alliance
    • Harvard Medical School
  • J. Wesley Boyd
    • Cambridge Health Alliance
    • Harvard Medical School
  • Derri Shtasel
    • Harvard Medical School
    • Massachusetts General Hospital
Original Article

DOI: 10.1176/appi.ap.10080126

Cite this article as:
Griswold, T., Bullock, C., Gaufberg, E. et al. Acad Psychiatry (2012) 36: 380. doi:10.1176/appi.ap.10080126

Abstract

Objective

The authors present what is to their knowledge the first description of a model for longitudinal third-year medical student psychiatry education.

Method

A longitudinal, integrated psychiatric curriculum was developed, implemented, and sustained within the Harvard Medical School-Cambridge Integrated Clerkship. Curriculum elements include longitudinal mentoring by attending physicians in an outpatient psychiatry clinic, exposure to the major psychotherapies, psychopharmacology training, acute psychiatry “immersion” experiences, and a variety of clinical and didactic teaching sessions.

Results

The longitudinal psychiatry curriculum has been sustained for 8 years to-date, providing effective learning as demonstrated by OSCE scores, NBME shelf exam scores, written work, and observed clinical work. The percentage of students in this clerkship choosing psychiatry as a residency specialty is significantly greater than those in traditional clerkships at Harvard Medical School and greater than the U.S. average.

Conclusion

Longitudinal integrated clerkship experiences are effective and sustainable; they offer particular strengths and opportunities for psychiatry education, and may influence student choice of specialty.

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Copyright information

© Academic Psychiatry 2012