Facilitating effective residency education on short-term inpatient units

This paper examines the impact of shorter inpatient lengths of stay on residency education, and adaptations in training and supervision that facilitate effective learning experiences on a short-term inpatient unit. The caseloads of three PGY II psychiatric residents at the University of Rochester's Strong Memorial Hospital during three months of their inpatient rotations from 1979-80, 1986-87, and 1994-1995 are examined. Findings illustrate the changes occurring as inpatient units have moved to a shorter length of stay. The challenges and opportunities that face residents and supervisors in short-term inpatient settings today are examined. The discussion focuses on potential adaptations in the supervision of residents and organization of training experiences to insure that educational objectives are attained as length of stay decreases. Educational objectives especially relevant to short-term inpatient units are reviewed. Opportunities for continuity of teaching and training experiences offered by combining inpatient and partial hospital programs are highlighted.