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Behavioral Medicine (BEH) Rotation - Training Goals
Behavioral Medicine (BEH) Rotation - Training Goals
Overarchingly, BEH training aims to advance residents’ knowledge and skills in the following areas:
Clinical Communication: efficient, patient-centered, culturally-informed, bio-psycho-socially-grounded, and evidence-based interviewing skills for collaborative patient care
Behavioral Medicine Interventions/Techniques: brief, evidence-based behavioral medicine interventions/techniques for non-pharmacological illness management and wellness promotion across a range of medical and psychiatric conditions
Identification and Management of Common Psychiatric Conditions: brief screening, diagnostic assessment per DSM-5-TR, case conceptualization, pharmacological interventions, non-pharmacological interventions
Screening and Management of Suicidality: screening/assessment, safety planning
Interprofessional Practice: team-based care and interdisciplinary work
BEH curricula are based on the American Academy of Family Physicians (AAFP), Human Behavior and Mental Health Curriculum Guidelines can be found here AAFP_Curriculum_Behavior&MentalHealth.pdf and ACGME Program Requirements for Graduate Medical Education in Family Medicine (2023)
PGY-3 Behavioral Medicine (BEH) Rotation - Learning Objectives
PGY-3 Behavioral Medicine (BEH) Rotation - Learning Objectives
Clinical Interviewing
By the end of the rotation, residents will demonstrate:
Following interviewing skills: collaborative agenda setting, EHR integration, interviewing techniques, bio-psycho-social/culturally-informed inquiry
Best practices for working with interpreters
Effective practices for working with patient companions
during both routine and complex clinical encounters, as demonstrated by video review of clinical care. See Direct Observation/Video Review and Patient Care Feedback section for further specifics.
Identification and Management of Common Psychiatric Conditions:
By the end of the rotation, residents will:
Be able to name key screening tool(s)
Perform diagnostic assessment per DSM-5-TR criteria
Summarize cognitive-behavioral case conceptualization
Outline non-pharmacological interventions
Understand pharmacological interventions
for the following conditions: Generalized Anxiety Disorder, Panic Disorder, PTSD, OCD, as result of self-study, Q&A participation, administration of SCID-5-CV interview, completion of relevant CPI modules, review of the relevant sections of the Waco Guide
Contextualized Care:
By the end of the rotation, residents will:
Understand definition of contextualized healthcare
Be able to name key domains which should be considered for contextualized care
Review physician behaviors associated with contextualized care
Understand impact of contextualized care on patient outcomes
Interprofessional Practice:
By the end of the rotation, residents will:
Participate in weekly case discussion of the Integrated Mental Health Program (IMP)
Participate in pediatric psychiatry service (starting December 2025)
Professionalism and Practice Based Learning Expectations
Professionalism and Practice Based Learning Expectations
Along with the Learning Objectives, the following points will inform residents' performance evaluation:
Practice Based Learning:
- Self-directed learning as demonstrated by:
Active discussion of the learning goals in line with rotation's scope/focus/training opportunities available
-Reflective practice as demonstrated by:
Openness to feedback as evidenced by participation in review of own clinical work
Discussing and implementing strategies for care improvement (as evidenced by subsequent video reviews)
Professionalism:
- Timely completion of tasks and responsibilities. Specifically:
During the rotation, acknowledge (and/or) provide response to all email communication within 24 work hours
Proactively communicate about schedule changes and access issues (i.e. identify relevant Zoom links and tallies prior to the start of the clinic/didactic meeting)
Attended rotation-specific meetings and activities, per schedule/on time
Complete assigned readings, Q&A, and online training prior to scheduled review date(s).
Any didactic content (e.g. Q&A) that was not reviewed directly with the faculty during the course of the rotation should be submitted within 1 week following the end of the rotation. SCID-5-CV should be returned to Dr. Pilipenko's mailbox at Farrell within the same timeframe.
-Accountability and conscientiousness, as demonstrated by:
Ability to engage in discussion/Q&A pertaining to assigned learning content
Familiarity with own patient care/work at the time of the video review as demonstrated by clear patient identification and brief presentation
-Professional behavior. Specifically:
For remote meetings: use setting conducive to discussion/learning i.e. noise, disruptions, presence of non-related persons should be minimized
Follow NYP policies regarding professional conduct and attire for all rotation-related activities.
Follow instructions for BEH presentations, video recording guidelines, inter-professional clinics
Please discuss any personalized training-related needs or anticipated challenges as early as possible, so that these can be collaboratively navigated.
If calling out sick for any external training sites: email the following: 1. Relevant faculty/preceptor 2. Dr. Pilipenko 3. Diana Suarez appraising them of your sick day and stating your anticipated return date. If calling out sick for FHC: call Farrell Sick line (646-317-2303, by 7:30 am), email farrellsickline@nyp.org and CC Dr. Pilipenko. Include instructions for any patient rescheduling.
In PGY-3 year, Behavioral Medicine (BEH) training is delivered during FHC 5 and FHC 6 rotations
Schedule
Schedule
Training Delivery Methods
Training Delivery Methods
- Patient care video review and feedback
- Rotation-Specific Didactics - review rotation-specific educational content (asynchronous), prepare for discussion with faculty (Q&A materials), meet faculty to review didactic content (Q&A and discussion/elaboration)
- Specialty Clinics/Interprofessional meeting participation
Patient Care Video Review and Feedback
Patient Care Video Review and Feedback
At minimum, 2 sessions per 2 week block should be recorded. Total of 4 during the course of the training
Each recorded encounter will be reviewed.
Feedback will be provided in line per Direct Observation/Video Review Form - see Google Drive
Please ensure that you are familiar with the Direct Observation & Video Review: Comprehensive Form as it elaborates on key areas of assessment/observation - see Google Drive
At the end of the rotation, summary feedback for all encounters will be provided and reviewed. This summary feedback will directly inform rotation evaluation.
Video recording
Please use detailed instructions about process of video recording set up, consent process and storage - provided - see Google Drive.
Resident Responsibilities:
(1). Review, understand, and follow all technical aspects involved in observation via EPIC/video recording
(2). Documented patients' consent for recording/observation (using .VIDEORECORDINGGENERAL in EPIC under N. Pilipenko)
Use of Interpreter Services
- Completion of the Linguistic Clinical Communicator (LCC) Assessment certification is required for all clinicians who provide services in languages other than English. If you completed this training, please send your certificate to faculty.
Direct Observation - In Person or Via TH/Phone
- Will take place for TH sessions via phone, Doximity or EPIC Connect/Zoom
- Ensure that your Doximity access allows for 3-person visits. Contact Doximity IT support to address any issues.
- Faculty will join the visit together with the resident and will complete informed consent of the patient(s) to perform observation of clinical care for educational purposes
- For phone visits, residents should call faculty before reaching either the patient or the interpreter.
- Direct observation will only be scheduled under exceptional circumstances following discussion with the resident.
Specialty Clinics
Specialty Clinics
Pediatric Psychiatry Clinic - Resumes 12/2025
Pediatric Psychiatry Clinic - Resumes 12/2025
Supervising Faculty: Dr. Jennifer Rahman
Location: TBD
Schedule: TBD
Contact: Email Dr. Rahman (jer9221@nyp.org, cell - 917-846-7994) on or before the 1st Wednesday of the rotation, to confirm schedule and discuss any planned changes.
Goals
Pediatric depression
A. Utilize effective techniques to elicit factors contributing to a change in patient’s safety profile
B. Demonstrate how to collaboratively create a safety plan with a patient in session
C. Discuss treatment barriers across individual, family, community, and systems levels
D. Describe socio-cultural patient/family issues that may influence help- seeking behavior and illness manifestation, and challenges of mosaic identity formation
E. Explain mechanisms of stressors related to prejudice/discrimination/stigma and effect on mental health (hesitancy/willingness in disclosing suicidal thinking)
ADHD
A. Understand prevalence of ADHD and Learning Disorders
B. Distinguish symptoms of ADHD vs. comorbid psychiatric disorders/medical illnesses
C. Identify stratification of evidence-based treatment modalities for children vs. adolescents
D. Enhance knowledge of medication management algorithms for stimulants vs. off-label medications
Learning and Developmental disorders
A. Identify medical and psychiatric co-morbidities of autism
B. Explain function/utility of evidence-based behavioral interventions for autism
C. Elaborate upon pharmacological interventions for aggression seen in developmental delays
Neuropsychological evaluation and Educational Advocacy
A. Understand when neuropsychological testing is indicated for possible learning disorders
B. Identify distinctive sections of neuropsychological evaluation for diagnosis and treatment
C. Describe process of advocating for 504 vs. IEP plan, components of school support
D. Differentiate between school supports in place for public vs. private vs. charter schools in
NYC.
Expectations
1. Please pre-read before each session - ABN 2 PED PSYCHIATRIC (Dr. Rahman’s tally)
2. Discuss learning goals with Dr. Rahman
3. Anticipate active participation in the clinic – (co)-interviewing patients, documenting encounters etc.
4. Include rotation supervisor on any communication pertaining to scheduling changes
Resource Materials
ADHD
- NICHQ Vanderbilt Assessment Scales. National Center for Children’s Health Equality
NICHQ Vanderbilt Assessment Scale—PARENT Informant
- SNAP-IV Teacher and Parent 18-Item Rating Scale
- American Psychiatric Association, American Academy of Child and Adolescent Psychiatry. Attention Deficit/Hyperactivity Disorder (ADHD). Parent’s Medication Guide. (2020)
Attention-Deficit/Hyperactivity Disorder (ADHD): Parents' Medication Guide
- Cohen Children’s Medical Center. Northwell Health. ADHD Medication Guide (2022).
Depression
- BCGuidelines.ca: Major Depressive Issues in Adults: Appendix D (2013)
Appendix D: Switching Antidepressants
- Elmaadawi, A.Z. (2018). Disruptive mood dysregulation disorder: A better understanding. Current Psychiatry, 17(11), 23-27.
Disruptive mood dysregulation disorder: A better understanding
- Brown Stanley Safety Plan
https://www.mysafetyplan.org/static/NationalSPA-c4a86b10761e54a2dd835519b48ff479.pdf
- Patient Health Questionnaire
Autism
- Kevelson, D.S., Rahman, J., Veenstra-VenderWeele, J. (2022).Autism Spectrum Disorders. In Dulcan’s Textbook of Child and Adolescent Psychiatry.
https://clio.columbia.edu/catalog/17048859?counter=2
Neuropsychological evaluation and Educational Advocacy
- NYC Public Schools. The IEP Process. Starting the Process. (n.d.) Starting the Process
https://www.schools.nyc.gov/school-life/health-and-wellness/504-accommodations
Integrated Mental Health /Collaborative Care Program - Team Meeting
Integrated Mental Health /Collaborative Care Program - Team Meeting
Supervising Faculty: Dr. Karin Friederwitzer
Location: Virtual - please see Google drive for Zoom specifics
Schedule: Wednesday 11-12
Contact: Email Dr. Friederwitzer (kf2051@cumc.columbia.edu) on the 1st day of the rotation, to confirm schedule
Goals
Residents will join weekly IMP/Collaborative care meeting in order to improve understanding of:
Care delivery model at Farrell
Referral and triage
Residents will have an opporunity to discuss own cases with IMP/collaborative care team
Schedule: Week 1 - Week 4
Schedule: Week 1 - Week 4
Week #1 Topic: Anxiety Disorders - Generalized Anxiety Disorder and Panic Disorder
Prior to Week #1 Meeting:
Read:
Gaudiano, B.A. (2017). Cognitive-behavioral therapies: achievements and challenges. EBMH, 11(1), 5-7.
Hunter, J. L. Goodie, M. S. Oordt, & A. C. Dobmeyer (2017). Integrated behavioral health in primary care: Step-by-step guidance for assessment and intervention. (pp 61- 72) Washington, DC, US: American Psychological Association
Borza, L. (2017). Cognitive-behavioral therapy for generalized anxiety. Brief Report. Dialogues Clinical Neuroscience, 19, 203-207.
Review:
The Fight Flight Freeze Response (2016). Braive. From: https://www.youtube.com/watch?v=jEHwB1PG_-Q
Complete:
Week 1 Q&A
CPI registration
Pre-rotation survey
All materials/documents are located in the Google drive folder
Week #1 Agenda:
Establish learning goals in line with PGY-2 clinical interviewing feedback per MedHub
Discuss scheduling - including changes/concerns, learning materials, CPI registration
Week #1 - Q&A
Administer SCID-5 Anxiety section pp. 63-72
Review/confirm CPI module registration
Week #2 Topic: PTSD and OCD
Prior to Week #2 Meeting:
Read:
Hunter, J. L. Goodie, M. S. Oordt, & A. C. Dobmeyer (2017). Integrated behavioral health in primary care: Step-by-step guidance for assessment and intervention. (pp 72- 75) Washington, DC, US: American Psychological Association.
Foa, E. (2010). Cognitive behavioral therapy of obsessive-compulsive disorder. Clinical Research. Dialogues in Clinical Neuroscience, 12, 199-207.
Pampaloni, I., Marriott, S., Pessina, E., Fisher, C., Govender, A., Mohamed, H., Chandler, A., Tyagi, H., Morris, L., & Pallanti, S. (2022). The global assessment of OCD. Comprehensive psychiatry, 118, 152342. https://doi-org.ezproxy.cul.columbia.edu/10.1016/j.comppsych.2022.152342
Review:
PTSD Treatment: Know Your Options. National Center for PTSD. US Department of Veterans Affairs. https://www.ptsd.va.gov/appvid/video/index.asp
Complete:
Week 2 Q&A
Week #2 Agenda:
Administer SCID-5 PTSD and OCD sections pp. 73-86
Video review
Week #2 Q&A
Ensure that CPI registration is completed - module completion due Week #3 . See Registration guidelines in Google drive folder
Week #3: Pharmacotherapies: Depression, OCD, PTSD, GAD
Prior to Week #3 Meeting:
Complete following CPI modules:
Treatment Resistant and Late Life Depression: An Update for Prescribing Clinicians
Pharmacological Treatment of Obsessive-Compulsive Disorder: Nuts and Bolts
Read:
Clinician's Guide to Medications for PTSD US Department for Veterans Affairs.
https://www.ptsd.va.gov/professional/treat/txessentials/clinician_guide_meds.asp#evidence
Carlat D. (2023). Pharmacotherapy for Panic Disorder: What therapists need to know. Clinical Update. Carlat Publishing. https://www.thecarlatreport.com/articles/4430-pharmacotherapy-for-panic-disorder-what-therapists-need-to-know
Listen to:
Approaching a case of Generalized Anxiety Disorder: The basics (published 2019). Pharmacology Institute: https://psychopharmacologyinstitute.com/publication/approaching-a-case-of-generalized-anxiety-disorder-the-basics-2486
Complete:
Week 3 Q&A
Week #3 Agenda:
Video review
Week #3 Q&A
Administer any outstanding SCID-5-CV modules
Review Waco Guide: https://wacoguide.org/
Week #4: Wrap Up
Prior to Week #4 Meeting:
Read:
Weiner S. J. (2022). Contextualizing care: An essential and measurable clinical competency. Patient education and counseling, 105(3), 594–598. https://doi.org/10.1016/j.pec.2021.06.016 Weiner_2022.pdf
Complete:
Week #4 Q&A
Post-rotation survey
Submit:
CPI module certificates (via email)
Week #4 Agenda:
Video review & summary
Week #4 Q&A
Feedback review
Evaluation
Evaluation
- Residents are responsible to complete all rotation-specific tasks and submit any completed documentation within 1 week following the end of the rotation.
Any didactic content (e.g. Q&A) which was not reviewed directly with the faculty during the course of the rotation should be submitted within 1 week following the end of the rotation, via email.
During Week #4 meeting, summative feedback will be provided and discussed.
Evaluation will be based on the following:
Learning Objectives
Professionalism and Practice Based Learning Expectations
Patient Care Video Review and Feedback
Feedback will be sent to each resident via email and then submitted via MedHub
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