Child Psychiatry

Sites: MCLH
Director(s): John Roseman
Prerequisites: HMS Principal Clinical Experience (Core Clinical Clerkships) or equivalent
Offered: Full time every month.
Location: MCLH - McLean Hospital (10)
Open to Exclerks: Yes (may be restricted for international students)
Description: Students may add themselves to the waiting list for this course during add/drop periods but not during lottery periods. Advanced Child Psychiatry Clerks spend one month on the McLean 2E Adolescent Residential Treatment (ART) Program, under the supervision of McLean Child and Adolescent Psychiatrists and the clinical teams in the programs. Advanced clerks participate actively as a member of our clinical team, participating in rounds, groups, seminars, conferences, team meetings and family meetings. Advanced Clerks work closely with other psychiatrists and child psychiatry fellows as well as professional colleagues in psychology, social work, and psychiatric nursing to learn their approaches to the assessment and treatment of adolescents with a wide range of mental illnesses and substance use disorders. Students observe and participate in patient interviews and learn about specific treatment modalities, including individual, family, group, and milieu therapies; as well as psychodynamic, cognitive behavioral, dialectical behavioral and psychopharmacological approaches to adolescents. Selective readings in the current and classical literature are offered. Please note that this is an advanced clerkship. Qualified applicants would include medical students who have already completed a core rotation in psychiatry and are able to complete thorough mental status examinations and document them appropriately. Interest in residency training in psychiatry is strongly preferred. Advanced clerks should be prepared to carry 2-3 adolescent patients with an attending psychiatrist, meaning that they would essentially be performing in the role of an acting intern. Interested applicants should plan on submitting a clinical resume and a confidential writing sample of a past psychiatric clinical encounter. Interested applicants should submit a clinical resume and confidential writing sample of a past psychiatric clinical encounter via email to Bryan Pridgen,M.D. at for prior approval.
Incorporation of Basic Science Content and Evidence-Based Medicine:
Basic science content and evidence-based learning is incorporated through three seminars with assigned readings, substance abuse/family therapy/milieu therapy, as well as two case studies on the student's patients while they are in the rotation.
Grade Criteria:
Honors with Distinction: More often than not, the student has performed at levels that exceed the expected level for training. While not necessarily unique, he/she has consistently demonstrated excellent to outstanding clinical skills, presentations and oral exam performance, write-ups and fund of knowledge, is highly motivated, reliable and well attuned to patients, families and staff, reads widely, and shows a consistent interest in seeking out and incorporating feedback , extending skills and knowledge, and contributing to the team. The student has demonstrated performance that would typically merit enthusiastic recommendation to a leading residency training program. Honors: Student's work is consistently solid in all respects; in at least several areas, the student's work has been very good to outstanding. Although not truly exceptional, the student is consistently motivated, reliable, and organized, and works well with patients, staff and faculty. By the end of the rotation, her/she can be trusted to perform and present a thorough, reasonably efficient evaluation on a complex patient and generate an appropriate differential diagnosis and treatment plan. He/she has completed all expected tasks during the rotation and has sometimes sought out additional opportunities for learning and contributing during the rotation. Satisfactory: Student has generally demonstrated proficiency with the basic material and skills expected of a student at this level of training but has shown limited motivation to learn during the rotation and has demonstrated one or two areas which though not frankly deficient would benefit continued improvement. Examples include occasionally superficial or disorganized write-ups or presentations, occasional notable omissions or errors in a history or MSE. some gaps in knowledge of basic psychopathology or therapeutics, occasional difficulty with interactions with patients, family or staff. Any significant deficits that raise serious concern about the student's ability to function appropriately in a clinical setting warrant a grade of Unsatisfactory rather than Satisfactory. On the other hand, reliable, motivated students who have demonstrated at least adequate proficiency in all areas of assessment and notable superior performance in some areas of assessment should generally receive Honors. Unsatisfactory: Student has shown significant deficits in any one of the major areas of assessment including obtaining and documenting clinical information, generating adequate differential diagnoses and treatment plans, exhibiting an adequate fund of knowledge about psychopathology and psychiatric treatment modalities, communicating and interacting appropriately with patients, family and staff, demonstrating reliability, integrity, collegiality and cultural sensitivity, and showing motivation to learn and to improve. The deficit(s) observed cause serious concern about the student's ability to deliver appropriate evaluation or care to patients with psychiatric disorders and/or to conduct themselves with the professionalism expected of fourth year medical students.