Academic Psychiatry’s Educational Resource Column is intended for contributions of direct utility to the practicing medical educator. Material that encompasses psychiatry education at all levels (including medical students, residents, faculty, community practitioners, and leaders) will be considered. The specificity of the column results from its direct utility and translation into daily educational practices. Thus the articles in this column, being of a practical nature, might analyze, whether descriptively or ethnographically, how a particular teaching practice was applied in a particular setting. Examples of topics include the unexpected and subtle discoveries made during the development of an innovative teaching method, repetitive attempts to reform a curriculum, or the launching of a new course.

Submissions will be judged by their originality, clarity of presentation, use of relevant references, length, importance or relevance to educators, and adequacy of the discussion and conclusions. Because these contributions are equivalent to case reports, conclusions should be appropriately limited. Articles published in the Educational Resource Column are peer reviewed through the online submission process like all other articles in the Journal. The editorial process will take into account that case reports in education tend to be naturalistic and relatively lacking in empirical data and that they are valuable as qualitative and descriptive pieces. Such articles might serve as precursors to more robust empirical studies.

Priority will be given to educational case reports in the following three categories.

We look forward to receiving such submissions to be considered for review in future issues. Authors are invited to contact the editors if they want to discuss whether their manuscript would be appropriate for the column.