Spotlight: Stanford Psychiatry at the 2023 Annual Meeting of AADPRT
Between February 28 and March 4, members of the American Association of Directors of Psychiatric Residency Training (AADPRT) met in San Diego, CA for their first in-person annual meeting since March of 2020, when they met in Dallas, TX, just as COVID was spreading across the globe. The theme of the 2023 annual meeting was Envisioning a New Way Forward, and they celebrated their 50+ years as an organization not just by reflecting on the past, but by celebrating the courage to envision a better future. Sallie De Golia, Clinical Professor in our department, serves as President of AADPRT.
“It was transformative to finally be together and reconnect with folks who are facing the same challenges and trying to create a better experience for all trainees! AADPRT is a courageous organization as it seeks to become more equitable and inclusive while advocating on behalf of all training directors and working to redefine training to best meet the public mental health needs of the future,” comments Dr. De Golia.
Several awards were presented at the meeting, including the following members of our department:
Selma Tanovic, PGY3 received the 2022 The Nyapati Rao and Francis Lu IMG Fellowship, which promotes the professional growth of exceptional IMG residents and fellows and facilitate their successful development as leaders in American psychiatry.
Jackie Wang, PGY4, received the 2021 George Ginsberg Fellowship, which acknowledges the excellence and accomplishments of outstanding residents interested in education and teaching who are pursuing careers as Clinician-Educators and/or Academic Administrators.
Ola Golovinsky, Medical Education Team Manager, received the 2021 Lucille Fusaro Meinsler Program Administrator Award, which recognizes the outstanding skills that psychiatry residency Program Administrators possess and utilize in the day-to-day management of a residency program.
Several department members also presented at the meeting, including:
Cultivating Equity in Professional Development through Mentorship, Sponsorship and Coaching
Presenters: Isheeta Zalpuri, MD, Stanford University School of Medicine, Carol Bernstein, MD, Albert Einstein College of Medicine/Montefiore Medical Center, Consuelo Cagande, MD, Children's Hospital of Philadelphia, Edwin Williamson, BA, MD, Vanderbilt University Medical Center, and Silvina Tonarelli, MD, Texas Tech University Health Sciences Center, El Paso
Overview: While mentorship is important for career development, there is increasing awareness that both sponsorship and coaching are becoming necessary skills for educators and leaders. In this session, presenters discussed the concepts of sponsorship and coaching, and the distinct goals of each relationship. In the spirit of envisioning a new way forward, session attendees not only learned about good mentor-mentee relationships, but also learned about the role and importance of sponsorship and coaching for their own professional fulfillment and well-being as well as for their trainees and colleagues.
Considering Culture and Conflict: A Novel Approach to Active Bystander Intervention
Presenters: Belinda Bandstra, MA,MD, University of California, Davis, Tene Redman, MD, Stanford University School of Medicine, Kathryn Stephens, MD, Stanford University School of Medicine, Ripal Shah, MD, MPH, Stanford University School of Medicine, Benjamin Belai, MD, Stanford University School of Medicine, Grace Lee, MD, Stanford University School of Medicine, and Matthew Edwards, MD, Stanford University School of Medicine
Overview: As we learn to embrace differences within our society, it is important to begin to think beyond a one-size-fits-all approach to addressing harassment. In a quest to explore what makes bias trainings more compelling, engaging, and inclusive to individuals with a diversity of cultural backgrounds, this team partnered with Stanford Medicine’s Office of Faculty Development and Diversity to learn from their experience in both developing and facilitating diversity, equity, and inclusion workshops. In this workshop, the presenters shared the educational module that was developed and discussed their findings from administering the module across departments and levels of training, to encourage attendees to consider how this type of educational approach may be useful in their home institutions.
Listening to stories: A narrative medicine practice and approach to developing cultural humility
Presenters: Francis Lu, MD, University of California, Davis, Sally Huang, MD, MS, Stanford University School of Medicine, and Selma Tanovic, MD, MS, Stanford University School of Medicine
Overview: Cultural humility is essential to understanding the complexity and intersectionality of cultural identity, and it helps to mitigate power imbalances in the clinical setting, and encourages institutional and clinician accountability. This workshop provided an introduction to narrative medicine, after which, session participants participated in a narrative medicine practice. This practice was followed by discussion that focused on how examining narrative elements such as voice, metaphor, and character can promote better understand the complexity of cultural identity. Participants left the workshop with an experiential and theoretical understanding of the narrative medicine workshop method, which encourages openness to multiple interpretations of the same narrative and promotes a stance of self-reflexivity in understanding one’s own relationship and response to a narrative, and understanding the complexity of patient narratives.
Presidential Plenary: Turning Curriculum and Assessment Upside Down: The Future of Psychiatry Residency Training
Presenters: Sallie DeGolia, MD, MPH, Stanford University School of Medicine, Jacqueline Hobbs, MD, PhD, University of Florida College of Medicine, Kathleen Crapanzano, MD, LSU-Our Lady of the Lake Psychiatry Residency Program, Antonia New, MD, Icahn School of Medicine at Mount Sinai, and John Young, MD, PhD, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell
Overview: During this Presidential Symposium, the AADPRT Residency Curriculum and Assessment Review Task Force discussed what a psychiatrist in 2040 will "look like" and outlined preliminary guiding principles for residency curriculum change and assessment determined from literature review, expert input, and task force member deliberation.
Dr. DeGolia explained, “In many ways, training has remained relatively unchanged over the decades and not as responsive to the significant public mental health needs facing our nation as we would like. The Residency Curriculum and Assessment Review Task Force is charged with re-designing a residency curriculum that graduates psychiatrists who are equipped to address these challenges. AADPRT will eventually collaborate with our regulatory agencies, ABPN and ACGME, to make needed changes moving forward. This is a huge undertaking!”