| Original language | English (US) |
|---|---|
| Pages (from-to) | 698-704 |
| Number of pages | 7 |
| Journal | Academic Psychiatry |
| Volume | 42 |
| Issue number | 5 |
| DOIs | |
| State | Published - Oct 1 2018 |
| Externally published | Yes |
Bibliographical note
Funding Information:Psychiatric residency training in the USA typically consists of four postgraduate years (PGY1-4) of clinical training. Core training requirements are mandated by the Accreditation Council for Graduate Medical Education (ACGME), but residency programs retain significant autonomy in allocating time for additional training experiences and educational opportunities. Historically, psychiatry training programs have long acknowledged the importance of research as a component of a residency curriculum [5], and most psychiatry residencies offer practical research experience such as a small project which can be completed during an elective rotation. However, some programs offer formal and systematic training in research. This allows psychiatry residents to design and complete their own projects, often over several years, and usually in conjunction with specialist training in laboratory skills and/or clinical research assessments, data analysis, scientific writing, and grant applications. Such formal training is referred to in this article as a “research track.” Residents who complete a research track are frequently encouraged to pursue academic careers in psychiatry, which may include further training in a research fellowship, or pursuing an early career research grant such as a National Institutes of Health (NIH) Career Development Award (“K award”). Such competitive awards are highly desirable because they enable a clinician-scientist to continue research after residency by providing project funding and salary contributions, the latter of which releases clinicians from clinical duties linked to productivity reimbursement.
