The importance of research education is dualistic in nature. On an individual level, research training promotes a mindset that fosters advanced acquisition of clinical knowledge (1,2) and stimulates scientific inquiry (3,4). In the broader arena of the profession, it protects against stagnation of a field’s scientific growth as it stirs individuals in training to pursue academic/scientific careers (4–9). Finally, it emphasizes the necessity of evidence-based practice in patient care (2,10,11). Knowing this, the ACGME indicates in its requirements for psychiatric residency training that residents must be taught the design and interpretation of research studies and that programs must provide scientific opportunities for residents interested in conducting psychiatric research (12). Although such guidelines have been set, many residency programs have found it difficult to incorporate the necessary research training and curriculum (13). To meet these new requirements, we have instituted a novel model of research education in our Psychiatry Residency program at SIU School of Medicine that includes six key elements: 1) committee oversight; 2) specific research and educational goals and requirements; 3) structured training; 4) foundational research curricula; 5) research advisorship; and 6) research mentorship.