“The Resident Research Track: A Primer.” A Symposium at the Annual Meeting of the Canadian Psychiatric Association, Montreal, September 27, 2012


Venkataramana Bhat (McGill University), KaWai Leong (University of BC), Jeff Daskalakis (University of Toronto), Raymond W. Lam (University of BC), Fabrice Jollant (McGill).


  1. appreciate the Royal College Specialty Training Requirements for research training in psychiatry;
  2. understand the structure and timelines of research tracks across the largest training programs in Canada; and
  3. have an overview of the knowledge, skills, and attitudes necessary to integrate research with clinical training.


The Royal College of Physicians and Surgeons of Canada (RCPSC) mandates development of scholarly training for all residents, and suggests appropriate time points and means to integrate research training into the residency curriculum. The RCPSC encourages the development of higher levels of competency through various research rotations. The levels of competency for research training include: core training leading to working knowledge, optional training leading to a proficient level, advanced training, and expert and master training. In addition, rotation training objectives for the core and optional research training rotations are mentioned in each of the CanMEDS domains. Psychiatry training programs across Canada have established various research tracks to integrate research into the residency training curriculum. In addition, several programs offer the RCPSC accredited Clinician Investigator Program which requires completion of a research project through enrollment in graduate or doctoral studies.

This symposium brings together 4 faculty members who direct the research track at the University of British Columbia (UBC), the University of Toronto (UofT), and McGill University, and 3 residents who are enrolled in the resident research track at UBC, UofT, and McGill University. The symposium aims to provide an overview of the RSPSC training requirements, available funding, knowledge, attitudes, and skills necessary for carrying out research during residency both from a faculty and resident perspective. The symposium will also highlight major similarities and differences among training programs across Canada with a focus on the resident experience, and encourage diverse perspectives in an interactive format.


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Gilbert AR, Tew Jr JD, Reynolds III CF, et al. A developmental model for enhancing research training during psychiatry residency. Acad Psychiatry. 2006;30:55-62.