How We Learn
Scholarly Concentration, Didactics, Therapy Training, Pathways, Research Track, Public & Community Track, and Belonging & Diversity
Public & Community Track
Belonging & Diversity
At Stanford, we strongly emphasize self-directed and independent learning, coupled with strong mentorship to allow you to reach your goals. One of the ways in which we implement this philosophy is through our well-received scholarly concentration (elective) time in our curriculum. PGY-2 residents receive 8 weeks to explore their interests, whether clinical, educational, or research-related; PGY-3 residents receive 200 hours spread out throughout the year, and PGY-4 residents receive 500 hours spread out over 6-12 months (or 6 months of 50% time). This is time to pursue our interests (and residents often expand their projects to more than just the time allotted to them). Here are some of the ways in which residents are currently (or in the recent past) using their concentration time:
Specialized Clinical Experience:
- Women's mental health
- La Clinica de la Raza
- LGBTQIA+ mental health
- Transcranial Magnetic Stimulation
- Integrative Mental Health
- Forensic Psychiatry
- Geriatric Psychiatry
- Trauma Recovery Program
- Addiction Psychiatry
- Eating Disorders
- Refugee Mental Health
- Development of community partnership with Roots Community Health Center in Oakland
Additional Training in Psychotherapy:
- Cognitive Behavioral Therapy for Insomnia
- Couples Therapy including LGBTQIA+ couples
- Advanced Topics in CBT
- DBT for Adult Eating Disorders
- Black CAPS (African and African-American Stanford students)
- Advanced Topics in Psychodynamic Psychotherapy and Psychoanalysis
- Cognitive Processing Therapy
- Mindfulness-based substance use reduction therapy
- Time-Limited Dynamic Psychotherapy
- Development of lunchtime talks on mental health portrayals in the public media
- Resident-led medical student reflection groups
- Gender & Sexuality, Culture & Spirituality curriculum development
- Guiding Asian parents towards more effective communication with their teens (www.stanfordchipao.com)
- Creating educational materials for early psychosis patients
- Inpatient curriculum development for residents to teach medical students
- Completing an MPH or MBA
- Minority Stress and Outreach Workshops
- Psychoanalytic and Psychodynamic Psychotherapy Fellowship
- Development of a Stanford University course: Leadership in Mental Health
- Assisting psychiatry faculty in the teaching of Stanford undergraduate humanities courses: Culture & Madness, and Psych & Art & Literature
- Co-leading underclassmen in Psychodynamic Psychotherapy supervision
- Development of simulation- and interdisciplinary-based didactic on management of psychiatric behavioral emergencies
- Development of neuroscience curriculum
- Development of online cultural psychiatry curriculum
- Development of didactics on privilege and allyship
- Development of didactic on mental health and the criminal justice system
Global Mental Health Examples
- Jujuy, Argentina
- Chennai, India
- Santiago Atitlan, Guatemala
- Petra, Jordan
- Kathmandu, Nepal (post-earthquake)
- Houston, TX (post-hurricane)
Exploratory & QI Examples
- Writing columns on mental health in popular media outlets (i.e. Washington Post, Scientific American)
- Literature of Psychosis - studying psychosis through artistic expressions and literary works
- Studying cultural influences on body image perceptions
- Understanding health technology
- Interviewing teens at juvenile hall to better understand risk and protective factors
- Development of a Spiritual Psychiatric Integrative Residential Intensive Treatment Program (SPIRIT)
- Effective interventions for the prevention of PTSD in post-disaster settings
- Designing ICUs to reduce delirium potential (in collaboration with the Stanford Design School)
- Archetypal and Existential Psychotherapy
- Creating medical documentation orientation for interns
- QI: Improving process for managing crisis calls
- QI: Improving discharge summary templates
- QI: Creation of more streamlined signout process for on-call residents
- Asian American mental health
- Transgender and non-binary mental health
- Influential factors in high-functioning psychosis
- Development of interdisciplinary simulation modules
- Metabolic Disorder in patients with schizophrenia in Argentina
- Biomarkers using EEG for the Amelioration of Mood disorders (BEAM) study
- Benzodiazepine Review manuscript
- Factors driving educational inequality
- Geriatric psychiatry inpatient interventions for reducing readmission
- Studying effects of various therapy models for functional neurological disorder
- Neuroimaging in children with autism
- Understanding the impact of the environment on health-behaviors (nutrition, healthy eating, community food systems, food security)
- Needs assessment in access to mental health care in underserved community of East San Jose
- Functional connectivity of adolescents at risk for depression
- Eating disorder assessments and treatments
- Reviewing literature on stigma and mental health utilization by Korean immigrants and Korean-Americans
- Outcomes for ECT non-remitters
- Imaging studies in substance use disorders and PTSD
- Cultural factors in caretaking of chronically mentally ill patients in the Chinese community
- Refugee Mental Health, Human Rights, and Gender-Based Violence
- Obesity and Weight Management Disorders
- Qualitative research regarding attitudes of athletes and cultural aspects of athletics that influence participation in mental health interventions
Our didactics run 12-5pm each Thursday for all residents and the coursework is split into four quarters of the year.
Grand Rounds is held 12-1pm from October through June, followed by a resident lunch. During the summer quarter, lunch is scheduled 12-1pm. During lunch, residents lead talks on topics ranging from implicit bias to global mental health to psychiatry in the media. Lunch is followed by an afternoon of classes. PGY1s and 2s have process group during this time. Courses vary by quarter as noted below.
The PGY1 Essentials of Psychiatry is an integrated course that runs the whole year and covers important topics pertinent to intern year, including emergency psychiatry, inpatient psychopharmacology and psychosocial treatments applicable to treating a psychiatric inpatient.
PGY2s spend 9-months learning the basics of psychodynamic psychotherapy paralleling the start of their first outpatient, dynamic therapy case early in the year. They also cover more in-depth psychopharmacologic treatments though a flipped classroom/team-based learning approach. The program directors teach the Leadership, Scholarship, & Career Development, QI and Clinical Teaching courses early in the year, preparing residents for upcoming scholarly concentration time, the development of QI projects and medical student ward teaching. The 6-month clinically-focused neuroscience course begins at the end of PGY2 year.
As PGY3s enter their outpatient training, didactics focus on outpatient treatments including psychopharmacology and more advanced psychodynamic concepts, as well as an introduction to CBT and Couples and Family Therapy. Residents explore more systems issues through their forensics and public and global psychiatry courses. Issues of culture & spirituality are explored through an innovative, process-oriented approach. As PGY3s complete the year, they continue to develop their leadership skills as they prepare for careers post-residency. In 2019, elective didactic classes for PGY3s and PGY4s were implemented to further personalize our learning. Residents choose one elective per quarter. Examples of these classes include policy and population health, psychodynamics of human sexuality, and advanced neuroscience topics. An example of a PGY3 resident’s schedule is as follows:
During the PGY4 year, course content strives to deepen residents’ understanding of themselves, humanity, and the field in general. The didactics also seek to prepare residents in a very practical manner for their future jobs. As stated above, PGY4 residents also have the opportunity to select one didactic elective per quarter. An example of a PGY4 resident’s schedule is as follows:
Individual Psychotherapy Training
Supportive Psychotherapy: Evaluation clinic
- ½ day per week for 2 months
- Supervision with one way mirror
Thursday Didactics: Introduction to Biopsychosocial Formulation, How to Interview, Motivational Interviewing, CBT for Psychosis, Behavioral Activation, DBT for Inpatient
Psychodynamic Psychotherapy: Individual Psychotherapy Clinic (IPC)
- 2-3 Patients (1 may continue from PGY2 year)
- 1-2 hours of individual supervision (may have multiple supervisors) with videotape feedback
- 1 hour of group supervision with co-residents and 2 faculty facilitators
Cognitive Behavioral Therapy: Psychosocial Treatment Clinic
- 3 Patients
- 1 hour weekly clinic didactics
- 1.5 hours group supervision
- Elective experience
- 1 Patient for 6 months
- Weekly supervision
Thursday Didactics: CBT bootcamp and Advanced CBT didactics, Couples and Family Therapy, Evolution of Psychodynamic Psychotherapy: Theory and Practice, Dynamic Case Formulation, Working with Trauma
Psychodynamic Psychotherapy: Individual Psychotherapy Clinic (IPC)
- 1 Patient (long-term)
- 1 hour of individual supervision with videotape feedback
- 1 hour of group supervision with 2 co-facilitators (faculty and PGY 4 resident)
Thursday Didactics: Introduction to Psychodynamic Psychotherapy; General Psychiatric Management for Borderline Patients
Psychodynamic Psychotherapy: Individual Psychotherapy Clinic (IPC)
- 2-3 Patients
- Option to do “IPC plus” rotation with 4-5 patients;
- 1-3 hours of individual supervision (may have multiple supervisors)
- Optional Group Supervision
- Option to co-facilitate PGY 2 IPC Group Supervision
- Cognitive Behavioral Therapy: Psychosocial Treatment Clinic
- CBT for Psychosis: INSPIRE clinic
- Time Limited Dynamic Psychotherapy (TLDP): Evaluation Clinic or IPC “Plus”
- Interpersonal Therapy: Women’s Wellness Clinic
- Dialectical Behavioral Therapy: DBT Clinic
- Couples and Family Therapy
Didactics: Time-Limited Dynamic Psychotherapy, advanced psychodynamic topics, Dialectical Behavioral Therapy, How to Supervise, Existential Therapy, , Countertransference Seminar, Psychodynamics of Sexuality, Dreams in Psychodynamic Psychotherapy
- Resident Support/Process groups: Led by two experienced group leaders per year. Optional, developmentally-designed process groups starting with support group in PGY 1 & semi-structured process group in PGY 2, then dynamic-based process groups in PGY 3 & 4 year. Groups are an essential part of the educational experience supporting residents through the transition from medical school, facilitating bonding among residents, and helping residents develop identities as psychiatrists. Ideally, they contribute to residents’ increased breadth and depth of awareness of individual, relational and group interpersonal processes. Weekly, 1-hour sessions throughout year
- Inpatient groups: Co-facilitate with psychologist as part of VA and Stanford inpatient rotations including inpatient group didactics at Stanford.
- Outpatient therapy groups: Opportunities to co-lead groups in Stanford and VA outpatient settings include Dynamic Psychotherapy Group for Functional Neurologic Deficit Disorder patients, Dialectic Behavioral Therapy, Addictions and Bipolar Disorder groups
- Medical Student Support Groups: Opportunity to co-facilitate med student support groups and attend group training sessions and supervision
- Women in Science and Engineering Support Group: Opportunity to facilitate WISE group with supervision
Academically oriented psychotherapy opportunities
- Psychotherapy Pathway
- Psychotherapy Related Scholarly Projects
Additional therapeutic training resources in the area
Our Pathways Program provides residents with cohesive academic pathways starting in the PGY2 or PGY3 year that encompass specialized clinical care, scholarship, teaching, and leadership with the goal of preparing residents for a career in a specified area of psychiatry. Residents have the option of “specializing” in one of the following areas: Clinical Educator, Psychotherapy, Neuropsychiatry, Addiction, Community Psychiatry, Global Mental Health, Diversity and Health Equity, Psychosomatic Medicine, Geriatric Psychiatry, Women’s Mental Health, Child Psychiatry, Eating Disorders & Weight Management, Interventional Psychiatry, Trauma or Humanities and Psychiatry, Technology and Innovation, LGBTQIA+ Mental Health. Residents will be assigned a mentor within each pathway.
The following is an example of a pathway requirement for Community Psychiatry. The pathway resident must engage in an activity in each focus area (2 for clinical):
- Bill Wilson Center
- School-based child rotation
- La Clinica de la Raza
- Advanced rotation at PACE or Center for Survivors of Torture
- Uplift Family Services
- Asian Health Services
- Participate in case conferences
- Community speaking opportunities
- Stanford CAPS Student Health Outreach
- Directed Reading
- Institute for Psychiatric Services conference
- Community Psychiatry Workgroup
- Immigration Issues Workgroup
Stanford Medical School
- Office of Community Health
- Jeanne Spurlock Congressional Fellowship
- APA/APAF SAMHSA Minority Fellowship Program
- APA/APAF SAMHSA Diversity Leadership Program
- Group for the Advancement of Psychiatry (GAP) Fellowship
- APA Fellowship in Public Psychiatry
- John P. Spiegel Memorial Fellowship
- American Association of Community Psychiatrists
The Stanford Psychiatry Residency Research Track program offers a unique opportunity for residents interested in developing independent research careers in academic psychiatry. The research track is designed for residents with extensive research background to continue to engage in basic science, translational, and clinical research throughout residency. Stanford Psychiatry has a long-standing history of research excellence, cultivating generations of leaders in the field of neuroscience and psychiatry. We pride ourselves on interdisciplinary scholarship, dedicated mentorship and a culture of innovation and interdisciplinary collaboration. With easy access to world-class faculty and research laboratories, research track residents are encouraged to engage across disciplines and work with program directors to customize their training.
Residents are admitted to the research track under a separate ERAS NRMP number. Residents interested in applying to the research track should indicate this in their ERAS application. Interviews for the research track include the interview process for the categorical track as well as additional interviews with research faculty. Research track candidates that receive an invitation to interview will be asked to complete a supplementary form, wherein they may request to interview with potential research mentors. Research track applicants may be asked to give brief presentations about their research plans.
Protected Research Time
- 100% time over 3 four-week blocks
- Every effort is made to honor research goals in determining time of year and contiguous vs nonadjacent block scheduling.
- 40% longitudinal time over the year
- Residents apply for T-32 fellowship during this time
Research fellows will be mentored on writing grant proposals to obtain independent sources of funding and will be encouraged to apply for academic faculty positions upon completion of their fellowship.
As an alternative, residents may also apply into the child and adolescent psychiatry integrated research/clinical fellowship.
Stanford’s internationally-renowned research faculty welcome residents in their labs. There are world-class neuroimaging and basic science labs, an array of clinical research labs both at Stanford and at the Palo Alto VA Hospital, as well as opportunities to participate in translational research in engineering, epidemiology and population health, and the interface between psychiatry and other fields including the humanities.
Mentorship and Funding
The Stanford Department of Psychiatry has a strong history of research training and we take pride in mentoring our research track residents. Research track residents have the opportunity to identify prospective mentors during the application process as well as during the first couple of years in residency. Research track residents are also provided with start-up funds by the department and are eligible to apply for internal departmental research grants as well as other federal and private research funding opportunities.
Research for Non-Research Track Residents
Residents interested in research but not wanting to have research as a primary career goal are also encouraged to engage in research under our scholarly concentration program. There are also opportunities to obtain advanced degrees during residency training including doctoral training as well as master’s level training.
Research Track Members + Recent Graduates
Neal Amin, Class of 2021
Ryan Ash, Class of 2022
Frederick (Chris) Bennett, 2015
Brandon Bentzley, Class of 2020
David Carreon, Class of 2018
Cordelia Erickson-Davis, Class of 2024
Neir Eshel, Class of 2020
Lief Fenno, Class of 2020
Adina Fischer, Class of 2019
Mark Freeman, Class of 2017
Carrie Holmberg, Class of 2015
Agnes Kalinowski, Class of 2017
Corey Keller, Class of 2019
Kevin Kelley, Class of 2023
Anish Mitra, Class of 2023
Julio Monterrey, Class of 2018
Tyler Prestwood, Class of 2023
Jason Tucciarone, Class of 2021
Research track residents have gone on to work in diverse settings including academic tenure track positions in the basic sciences and clinical/translational research (here at Stanford as well as other locations around the country), industry positions at the intersection of technology and psychiatry (e.g. Google's Verily), and inpatient and outpatient practice (in the Bay Area and nationwide).
Research Track Residency Lead Faculty
Michael J. Ostacher, MD, MPH, MMSc
Professor, Department of Psychiatry and Behavioral Sciences
Stanford University School of Medicine
Director, Bipolar Disorder & Depression Research Program,VA Palo Alto HCS
Director, MIRECC MD Fellowship Program,VAPAHCS
Program Manager, Core Training and Education
The community and public psychiatry track is a specialized training program for residents who are committed to careers addressing mental health inequities, broadly defined. Modeled upon the Stanford psychiatry research track and the UC PRIME model, this program offers enhanced training and curriculum with an emphasis on mental health equity, cultural psychiatry, public policy, and advocacy in both the East Bay and throughout the Peninsula.
What are the unique features of the curriculum?
Narrative and experiential education
In addition to completing all standard ACGME clinical training requirements, our program also offers a fieldwork component to help broaden resident perspectives on the social, structural, and historical determinants of mental health. Once per quarter, residents are excused from didactics and instead participate in a field trip and reflection session led by our community partners. Through selected readings, films, field trips and reflection sessions, these sessions allow residents to dive deeply into key issues in mental health equity. Some of the specific topics addressed through this program include
Trauma-informed care (understanding histories of oppression and the psychological impact of collective trauma)
- Cultural psychiatry and population sciences
- Understanding inequities in systems, structures and mental health policy
- Leadership development and advocacy
Additional clinical rotations in the public sector (in place of Stanford and/or VA)
Public psych track residents spend more clinical time working in underserved communities, in exchange for spending less clinical time at Stanford, Kaiser, and/or the VA. Currently, we offer the following clinical rotations designed for each year of residency.
- PGY1: Integrated behavioral health and crisis residential in Santa Cruz county
- PGY2: Clinical experiences at Roots Community Health Center in Oakland
- Child and adolescent psychiatry rotation at either La Clinica de la Raza (already available) or alcove (forthcoming) instead of Stanford
- Additional elective rotations at La Clinica, Roots, Asian Health Services, Momentum and/or AACI
- “Pre-attending” option in public sector clinics (learning how to supervise other residents, NPs, medical students, etc in the public sector)
- PGY4 residents may elect to also rotate at one of our partnership sites currently under development, including
- allcove (youth mental health)
- Two Feathers (Native American mental health)
- Humboldt county (rural mental health)
Individualized advising and mentorship
Upon acceptance to our program, each resident is matched with one of our senior “core faculty advisors” and a near-peer (PGY-4) mentor. The faculty advisor and near-peer mentor help the resident identify opportunities to engage in scholarly concentration projects focused on health equity, broadly defined. Advisors and near-peer mentors will have regularly scheduled meetings with residents during Thursday lunches to discuss areas of interest and to provide timely feedback and guidance on the development of scholarly concentration (elective time) project ideas.
Physician wellness is a priority throughout the Stanford University Department of Psychiatry and Behavioral Sciences. Our program recognizes that providers in the public sector, criminal justice system, and other resource-limited settings face additional structural challenges to maintaining their own wellness and preventing burnout. We believe that individualized advising and mentorship is critical to both trainee wellness and long-term professional fulfillment for all psychiatrists.
Elective didactic courses with a focus on health equity
Residents in the public and community psychiatry track take elective didactic courses in public health, population sciences, mental health policy, cultural psychiatry and leadership development. These classes take place during regular didactic time during PGY3 and PGY4 year.
Wellness and community-building events
- Monthly community engagement events
- Wellness and community-building events (2-3 events per year)
- Roundtable discussions (2-3 events per year)
- Meet the faculty lunches and dinners: hear from psychiatrists and other healthcare professionals about careers focused on health equity (2-3 per year)
- Lunchtime presentations and “works in progress” lectures (2-3 per year)
- Experiential education events (4 per year) during Thurs PM didactics
Residents are admitted to the public and community psychiatry track under a separate ERAS NRMP number. Residents interested in applying to the public and community psychiatry track should indicate this in their ERAS application. Public and community psychiatry track candidates that receive an invitation to interview will be asked to complete a supplementary form, wherein they may request to interview with potential mentors.
Public and Community Track Time
- 100% time over 3 four-week blocks
- Every effort is made to honor public and community psychiatry goals in determining time of year and contiguous vs nonadjacent block scheduling.
- 40% longitudinal time over the year
80% public and community psychiatry time, 20% clinical time
Residents will be prioritized for public sector assignments but will remain jeopardizable to cover essential services.
Public and community psychiatry track will be mentored on writing grant proposals to obtain independent sources of funding and will be encouraged to apply for academic faculty positions upon completion of their residency.
Stanford’s internationally-renowned public and community psychiatry faculty welcome residents in their efforts. There are opportunities to participate in partnership development, program administration, and multidisciplinary collaboration between psychiatry and other fields.
Public Psychiatry Track Core Faculty
- Steven Adelsheim, MD
- Belinda Bandstra, MD, MA
- Wendy Bernstein, MD
- Vanessa de la Cruz, MD
- Grace Lee, MD
- Peter Manoleas, LCSW
- Larry McGlynn, MD, MS
- Joseph Perales, LCSW, DrPH
- Daryn Reicherter, MD
- Steve Sust, MD
- Megan (Mei) Tan, MD, MS
- Dona Tversky, MD
Mentorship and Funding
Public and community psychiatry track residents have the opportunity to identify prospective mentors during the application process as well as during the first couple of years in residency. Public and community psychiatry track residents are also provided with start-up funds by the department and are eligible to apply for internal departmental grants as well as other federal and private funding opportunities.
Public and Community Psychiatry for Non-Track Residents
Residents interested in public and community psychiatry but not wanting to have public and community psychiatry as a primary career goal are also encouraged to engage in public and community psychiatry under our scholarly concentration program.
Public and Community Psychiatry Track Members and Pathway Participants
- Benji Belai, MD
- Sam Saenz, MD, MPH
- Thanh Truong, MD
- Jon Updike, MD, MPH
- Rebecca Nkrumah, MD
- Carolyn Kraus-Koziol, MD, MSc
- Luis Fernandez, MD
- Kathryn Stephens, MD
- Christina Diep, MD, MPH
- Kortni Ferguson, MD, MPH
- David James, MD, MS
- Trishna Narula, MD, MPH
- Christine Oh, MD, MS
Frequently Asked Questions
Q: How many residents will be in the public and community psychiatry track?
A: Two residents per year on average. Exceptions will be made on a case by case basis.
Q: What is the difference between the general adult psychiatry track and the public and community psychiatry track?
A: Residents in the public and community psychiatry track complete all the same GME requirements as the general psychiatry track residents. In addition, public and community psychiatry track residents participate in elective coursework to prepare them for future leadership roles addressing mental health disparities at both the clinical and policy levels.
- Public and community psychiatry track residents receive individualized advising and mentorship from core faculty members who have expertise in mental health equity, broadly define.
- Residents in the public and community psychiatry track take elective didactic courses in public health, population sciences, mental health policy, and leadership development.
- Residents in the public and community psychiatry commit to completing a scholarly concentration project that is focused on mental health disparities, broadly defined.
- Public and community psychiatry track residents spend more clinical time in the public sector relative to categorical residents.
- Public and community psychiatry track residents participate in additional “narrative and experiential education” field trips, separate from categorical residents’ community learning days.
Q. Do public and community psychiatry residents have to commit to working in the public sector after graduation?
A: No. Our residents are encouraged to go into any subspecialty that interests them. While we expect that many of our graduates will go on to work in specialty mental health in the public sector, others may choose to work in the criminal justice system, integrated behavioral health settings, the nonprofit sector, academia, global mental health, or private practice using a sliding scale model. We believe it is important to create a comprehensive network of mental health providers from diverse sectors, with varied skills and interests, to effectively drive change towards more equitable mental health access and outcomes. Thus, we encourage our residents to pursue whatever career path is best suited to their individual interests and priorities, as long as that path is guided by a commitment to reducing mental health disparities (broadly defined).
Public and Community Psychiatry Track Residency Lead Faculty
Megan (Mei) Tan, MD, MS
Clinical Assistant Professor
Director, Community and Public Psychiatry Track | Adult Psychiatry Residency Training Program
Department of Psychiatry and Behavioral Sciences
Stanford University School of Medicine
Director of Psychiatry Training, Casa del Sol
La Clinica de la Raza Behavioral Health Training Center
Program Manager, Core Training and Education
Diversity and Inclusion
The Stanford Psychiatry Residency program is committed to strengthening the diversity of both our faculty and trainees, with the goal of fostering an environment representative of the vibrant communities in which we and our patients live. Residents are heavily involved in both existing program-specific and Stanford-wide diversity initiatives, and are also encouraged to pursue new endeavors. Below are ongoing opportunities and areas of interest.
Mentorship Initiative for Diversity and Inclusion (MIDI)
- MIDI is a resident-developed, department-supported, structured sponsorship and mentorship initiative designed to meet the needs and experiences of residents with diverse backgrounds, including individuals who are underrepresented in medicine and those who are socially, economically, or educationally disadvantaged.
Stanford Medicine Leadership Education in Advancing Diversity (LEAD) program
- The Stanford Psychiatry Residency program has had strong representation in LEAD, a 10-month, interdepartmental longitudinal program that provides leadership training and mentorship in creating scholarly works around diversity and inclusion topics.
Scholarly Activity and Advocacy
Development of community partnerships with organizations including:
- La Clinica de la Raza, an FQHC with a focus on culturally appropriate, high quality, accessible care especially centered on Latinx mental health
- Roots Community Health Center, a community health center serving East Oakland including an emphasis on serving individuals who are formerly incarcerated
- Community partnership to address suicide in Silicon Valley middle and high schools
Development of clinical experiences
- Asian Mental Health Clinic
- Therapy group for international graduate students
- Mental health evaluations for people seeking asylum
Development of curriculum/didactics
- Didactic on history of incarceration in the US, including disproportionate incarceration of Black men
- Online cultural psychiatry curriculum
- Didactic series on privilege and allyship, including skills for responding to microaggressions
- Didactics on trans and non-binary mental health
Development of a telenovela to address mental health stigma in Latinx communities
Development of mentorship program
- Survey of students, residents, and faculty to assess knowledge-base and comfort-level in caring for LGBTQ patients, as well as level-of-interest in joining an LGBTQ clinic
- Study of cultural factors in caretaking of chronically mentally ill patients in the Chinese community
- Qualitative research exploring the educational experiences of underserved youth in East Palo Alto
- Interdisciplinary work with committees throughout the medical school and hospital to improve LGBTQ patient care (e.g., training staff, updating policies, improving hospital EMR)
- QI project to examine inequities for psychiatric patients in the ER
- QI project to examine racial disparities in inpatient psychiatry
Projects related to refugee mental health, human rights, and gender-based violence
Outreach to HBCU’s
Department Small Grants
- Belinda Bandstra, M.D., M.A. (PI), Mario Mercurio, Yasmin Owusu, M.D., and Ripal Shah, M.D., M.P.H.
Recruitment and Retainment of Underrepresented Minority Faculty and Residents
- Lawrence McGlynn, M.D. (PI), Ripal Shah, M.D., M.P.H., and Neir Eshel, M.D., Ph.D.
LGBTQ Mental Health: Opportunities for Research and Practice
Curricular and Didactic Educational Experiences
- Education around issues related to Diversity & Inclusion is embedded into the core didactic curriculum in PGY years 1-4. Topics include: dedicated culture and spirituality in psychiatry course in PGY3 year, dedicated public/community psychiatry course, LGBTQ+ mental health, minority and majority identity development, microaggressions, intersectionality, structural racism, trauma, social determinants of health, military culture, privilege, allyship, structural competency, cultural humility and more.
- Resident-led workgroup to review and update curricular topics and objectives
- Residents brainstorm, develop and facilitate sponsored seminars on topics such as implicit bias, tools for communicating with vulnerable populations, issues in LGBTQ mental health, race/racism and mental health, disaster psychiatry, immigrant and Latinx mental health, white fragility, racism in the media, etc.
- Both the GME and the Psychiatry and Behavioral Sciences department sponsor Grand Rounds focused on issues related to Diversity and Health Equity
Stanford Counseling & Psychological Services Outreach Seminar
- This seminar is an elective course to increase clinicians' understanding of social justice and to help develop skills in delivering outreach services
Fellowships and Awards
In recent years, residents have been awardees of a number of diversity-related fellowship/awards including:
- APA Diversity Leadership Fellowship
- APA SAMHSA Minority Fellowship
- APA Public Psychiatry Fellowship
- Jeanne Spurlock, MD Minority Fellowship Achievement Award
- Association of Women Psychiatrists Fellowship
- AADPRT Nyapati Rao & Francis Lu International Medical Graduate (IMG) Fellowship
- Indo-American Psychiatric Association Outstanding Resident Award
- California Medical Association Cultural and Linguistic Competency Award
In an effort to increase cross-class interaction, near-peer learning opportunities and residents' sense of belonging, the Stanford Psychiatry Residency Program has begun a new initiative called resident houses. Each resident is assigned a "house," which they remain a part of for their entire four years in residency. The houses include:
- The last Thursday afternoon of each quarter is a community learning day. The afternoon begins with lunch together as a residency, and then residents spend the rest of the afternoon with their houses. Categorical houses engage in journal club/seminal article discussions, case discussions, and team building time. Research track and community track houses have their own separate programming.
- Each house has a small budget for one wellness activity per quarter.
- Houses have the opportunity over the year for some friendly competition.