The authors present what is to their knowledge the first description of a model for longitudinal third-year medical student psychiatry education.
A longitudinal, integrated psychiatric curriculum was developed, implemented, and sustained within the Harvard Medical School–Cambridge Integrated Clerkship. Curriculum elements include longitudinal mentoring by attending physicians in an outpatient psychiatry clinic, exposure to the major psychotherapies, psychopharmacology training, acute psychiatry “immersion” experiences, and a variety of clinical and didactic teaching sessions.
The longitudinal psychiatry curriculum has been sustained for 8 years to-date, providing effective learning as dem-onstrated by OSCE scores, NBME shelf exam scores, written work, and observed clinical work. The percentage of students in this clerkship choosing psychiatry as a residency specialty is significantly greater than those in traditional clerkships at Harvard Medical School and greater than the U.S. average.
Longitudinal integrated clerkship experiences are effective and sustainable; they offer particular strengths and opportunities for psychiatry education, and may influence student choice of specialty.