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Residency Program Overview

The overall goal of the Psychiatry Residency Training Program at the Texas Tech University Health Sciences Center School of Medicine in Lubbock is to have each resident develop the necessary knowledge, skills, and attitudes to enjoy a productive career as psychiatrists. In order to achieve this goal, the resident is active in a progressive and contemporary series of clinical, educational and scholarly experiences designated to continuously enhance residents' abilities. Throughout the training, biological, psychological and social factors are integrated in didactic as well as clinical teaching so that the resident is able to conceptualize syndromes and constellation of signs and symptoms of psychiatric disorders in a comprehensive and integrative perspective.

Each resident participates in a variety of clinical and educational activities including Case Conferences, Journal Clubs, standardized clinical skills examination, and scholarly activities. Residents attend a half day per week didactic courses/activities that are prearranged and scheduled prior to the beginning of the academic year. Didactic teaching provides an augmentation of the clinical training. The didactic activities are designated to integrate the art and science of teaching, learning and practicing in all core areas of psychiatric training. A series of several lectures and other didactic activities are arranged for all levels of trainees PGY I-IV, while a major part of the didactic package is delivered to residents focusing on their level of training and expertise.

With regard to psychotherapy teaching, our residency training program has carefully designed a psychotherapy curriculum that includes didactic courses, clinical learning, and practicing of the different areas of psychotherapeutic intervention. Each consecutive year, the residents assimilate new material and experience starting from basic skills to more advanced levels while continuing to apply the previously learned principles in supportive, dynamic, and cognitive-behavior therapy as well as group therapy. The gradual immersion of residents in the world of learning and practicing psychotherapy makes the learning of the specific therapies ( cognitive-behavioral therapy, psychodynamic therapy, and supportive therapy), a smoothly evolving experience with both trainees and faculty. Didactic courses and clinical practice with ongoing faculty supervision for the respective forms of psychotherapy are introduced beginning with year 1 of training. In PGY-I, residents are exposed to didactic teaching in supportive psychotherapy. In the year 2 of the postgraduate training, teaching in psychotherapy focuses on psychodynamic therapy. During the PGY-III, residents receive didactic and practical training in cognitive-behavioral therapy. Group therapy is introduced during the PGY-IV level.


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