Inpatient psychiatric units provide needed care for individuals experiencing acute mental health issues, but many individuals report negative experiences from hospitalization, and most have histories of trauma, increasing the risk of retraumatization in these settings. The promotion of trauma-informed care over the last two decades represents a step in the right direction, but specific training of medical students and residents on how to apply this to clinical practice in inpatient psychiatric settings is lacking. The authors conducted a narrative review to fill this gap in the literature.

The National Curriculum in Reproductive Psychiatry (NCRP) was published in 2019 to address a critical gap in psychiatry residency didactic training. However, because the curriculum is available online, diverse users may access it. This study aimed to characterize NCRP users and assess their educational needs to inform future curriculum development.

Novel mission-aligned assessments can be an option to incorporate into the supplementary application to enhance the holistic review process within graduate medical education (GME). This article describes an exploratory proof-of-concept study to design, implement, and incorporate a pilot anti-racism and structural competency assessment into the supplementary application for a child and adolescent psychiatry (CAP) fellowship program. The program team also sought to understand whether responses to the pilot assessment would yield useful information for integration into a holistic review admissions framework.

Providing effective mental health support for physicians in training is crucial due to high rates of burnout and mental health issues. The Accreditation Council for Graduate Medical Education (ACGME) mandates mental health services for trainees. This study explores the provision of mental health services by ACGME-accredited institutions, identifies gaps, and highlights best practices.