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Department of Psychiatry

Houston, Texas

The Alkek Building at Baylor College of Medicine
Psychiatry
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What is CET

What is the Clinician-Educator Track (CET)?

The Clinician-Educator Track is a specialized residency training track with adjunctive curriculum and opportunities designed to educate residents about academic medicine and psychiatry, enhance knowledge about career opportunities in academic psychiatry, improve graduating residents’ readiness for success as clinician-educators, and broaden residents’ understanding of research and publication in the field of medical education. Members of the CET are also responsible for facilitating the delivery of this curriculum to the broader residency program.

The CET provides an alternative to the Research Track; however, residents may choose to do both tracks. Selection into the CET will provide recognition and training for those interested in becoming a faculty member of an academic institution.

Track Elements

1) Didactic lecture series

2) Workshops at faculty homes
3) Core reading list with access to web-based teaching resources
4) Formalized mentoring relationship with a clinician-educator faculty member
5) Upon resident initiative, attendance / participation at national conferences
6) Experience as a teacher of fellow residents, students, and the lay community
7) Responsibility for the design and execution of an educational project of your choosing

Benefits of Participation

1) Identification of an area(s) of career interest
2) Development and presentation of an academic project
3) Formal distinction on diploma
4) Initiation of the development of an academic career

Selection Process

1) PGY-II and PGY-III residents are eligible to apply in the fall of the academic year. Participation will begin in January. A maximum of 6 total residents will be involved with the track at any one time.
2) The residency training director will be asked to approve any applicant’s participation before an application will be accepted.
3) Potential applicants must acknowledge their awareness that they may not participate in both the CET and the HGPI Advanced Studies course simultaneously.
4) Application materials will be made available to interested trainees and will be accepted in electronic format.
5) The CET committee will review applications and make all determinations as to the CET selectees.

Time Commitment

The model of “protected time” utilized in the CET will be identical to that employed when trainees participate in the HGPI Advanced Studies course. This means that allowances will be made for the time necessary to participate in CET activities, but there will be an expectation that trainees will fully maintain all of their assigned commitments. The hours needed to complete the CET will be in addition to the normal workweek.

Lecture Series and Workshops

The CET sponsors didactic lectures and complimentary informal, “hands-on” workshops, which are held in faculty homes on a monthly basis. Examples of CET educational lectures and workshops include “Being an Individual Supervisor,” “Preparing a Presentation” “Teaching Residents How to Teach,” “Organized Academic Psychiatry and Educational Research,” “Writing a Paper for the Non-researcher,” “Building Your Educational Portfolio,” “Leadership,” “Portrait of a Clinician-Educator / Attributes of a Teacher,” “Giving Feedback and Evaluation,” “Exploring Alternative Teaching Methods,” and “The Job Hunt.”

The Project

Participants in the track will be expected to develop a project that highlights an educational objective. Examples of this work might be a review paper, a collection of case reports, a Grand Rounds presentation, development of a curriculum, or a work of educational research. All individual projects are subject to the approval of the faculty leader of the CET committee.

Mentorship

There will be a formal mentoring relationship established between the CET participants and clinician-educator faculty members by May/June following selection. Every effort will be made to match the trainees with a faculty member with similar interests and strong regard will be given to the trainee’s choice of mentors. This mentoring relationship may not replace one of the individual supervisor assignments as made by the RTD per ACGME expectations. It is hoped that there will be meetings between mentor and trainee regularly.

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