Extremely important to the fellowship is the sense of community imparted to the trainees by faculty and by their colleagues. Fellows meet weekly with their coordinator who mentors them throughout the year. Fellows are mentored by the Directors of Training.
A first year fellow serves as Chief Resident for the year, coordinating activities of both child psychiatry fellows and adult residents in Child/Adolescent Psychiatry as well as acting as liaison to the faculty. The chief resident continues to serve as chief for the second year, coordinating curriculum, rotations and participating in committee work.
Lunches with the directors of training further the sense both of community and access to faculty. The entire faculty and group of trainees join together in the spring as the second year fellows present a graduation paper at a special luncheon, as a culmination of their academic work and scholarship.
The core curriculum of the first year is designed to meet the training goals of competence in the clinical assessment of children, adolescents and their families, basic psychopharmacology of children and adolescents, multiple treatment modalities including individual, group, CBT, family psychotherapy and Dialectical Behavior Therapy, and knowledge about pediatric consultation-liaison and emergency psychiatry. This curriculum supports the clinical experiences of the first year in outpatient psychiatry, pediatric consultation-liaison and emergency psychiatry.
During the second year of training, the child fellow consolidates his experience, further defines his interests while broadening and deepening his ability to treat child/adolescent patients. This curriculum includes core didactics in child development, advanced psychopharmacology, journal club and an advanced seminar, which culminates in a graduation paper. The curriculum of the second year supports the clinical experience of the year in inpatient child/adolescent psychiatry, school consultation, forensic child psychiatry and continued outpatient child/adolescent psychiatry. The second year fellow has three months of elective time during which he can participate in clinical experiences not offered in the general rotations or participate in ongoing faculty research, mentored by the P.I.
The Fellowship in Child/Adolescent Psychiatry is privileged to have as its teaching faculty a distinguished group of Child/Adolescent psychiatrists. Leaders in research, psychopharmacology, child psychotherapy and psychoanalysis, the faculty is both distinguished by their academic and clinical expertise as well as a longstanding commitment to the teaching and supervision of residents in Child/Adolescent Psychiatry.
The supervisory process is psychiatry's time-honored approach to developing and refining the residents' psychotherapeutic and other clinical skills. Residents receive a variety of supervisory experiences throughout their training to ensure that their encounter with each modality is enriched with a high level of expertise.
Excellence in clinical training through supervision, close collaboration between trainees and faculty, and mentorship and modeling result from our trainees having such close access to our faculty in a supportive academic environment.
As an essential part of the training program, timely and clear feedback provides residents with a personalized guide for fully developing their clinical skills. In addition to the evaluation process, each fellow completes, at a minimum, three Clinical Skills Verification exams and receives feedback from his/her examiner.
Supervisors complete evaluations toward the end of each rotation and at six-month intervals. There is also an annual written exam, given in compliance with the standards of the Accreditation Council for Graduate Medical Education's (ACGME) Psychiatric Residency Review Committee, offered in the spirit of facilitating professional growth and ensuring that the training program is providing appropriate clinical and didactic input.
Residents also provide feedback to supervisors and course instructors and evaluate the clinical rotations. Additionally, residents participate in the annual curriculum review. The Albert Einstein College of Medicine Child and Adolescent Psychiatry Training Committee meets biannually to review the progress of all trainees and feedback based on this biannual review and written evaluations are given to trainees twice per year by the Directors of Training.
Fellows are able to join any ongoing projects at either the west or east campus. NYCCC-Bronx welcomes trainees to participate in research in the area of treatment-resistant schizophrenia and metabolic syndrome. Child/adolescent psychiatry faculty members are available to mentor trainees on either campus with research towards the graduation paper or with a project they are interested in pursuing during their research elective. The Einstein/Montefiore Center for Autism offers state-of-the-art research and clinical services for patients and families in the tri-state area and welcomes interested fellows to take part in clinical and research opportunities.
The D. Samuel Gottesman Library at the Albert Einstein College of Medicine has a substantial collection of in house journals and texts as well as 24-hour access to on-line journals and periodicals available to the Einstein Community through its website library.einstein.yu.edu Montefiore Medical Center has the full service on-site Montefiore Medical Library as well as 24-hour access to online periodicals and journals through the Montefiore intranet service.