Name
The First Year of Having a Behavioral Health Consultant and Faculty Member in a Family Medicine Residency Program
Date & Time
Friday, October 17, 2025, 5:00 PM - 6:30 PM
Description

This presentation will explore the journey of integrating a behavioral health faculty member, specifically a Licensed Clinical Social Worker (LCSW), into an urban, underserved Family Medicine Residency Program, aligning with ACGME requirements for mental health competency, team-based care, and diagnostic skills. It will showcase a multifaceted teaching approach, including direct observations, behavioral health OSCEs, didactics, workshops, and co-precepting, to enhance residents' capabilities in managing mental health conditions, and recognizing contextual factors and behavioral barriers in primary care. The curriculum has evolved based on resident feedback to ensure it meets both educational and patient care needs. Attendees will hear about lessons learned on the integration of an LCSW behavioral health faculty member into a family medicine residency program and how it is expanding resident competency and improving overall clinic operations.

Speakers
Amanda Garlen LCSW, Behavioral Health Faculty, Jefferson Einstein, Philadelphia, PA
Amit Gupta MD, Family Medicine Resident, Jefferson Einstein,
Content Level
Intermediate
Tags
Primary Care Behavioral Health Model, Training/Supervision, Workforce development
Session Type
Poster
SIG or Committee
Medicine, Primary Care Behavioral Health (PCBH)
Objective 1
Describe the ACGME competencies that relate to the addition of a BH Faculty member
Objective 2
Discuss the importance and benefit of interprofessional faculty in a residency program and the benefits of having an LCSW in this role
Objective 3
Create or improve their own behavior health curriculum and the role of the BH Faculty member in their residency program
Content Reference 1

ACGME. (2025). Family Medicine Program Requirements.

Content Reference 2

Adam P, Murphy CF, Dierich M, Hager KD. Seven Years of Teaching Communication With the Patient-Centered Observation Form. Fam Med. 2018;50(2):132-137. https://doi.org/10.22454/FamMed.2018.516713.

Content Reference 3

Benson NM, Vestal HS, Puckett JA, Taylor JB, Hogan C, Smith FA, Beach SR. Continuous Quality Improvement for Psychiatry Residency Didactic Curricula. Acad Psychiatry. 2019 Feb;43(1):110-113. doi: 10.1007/s40596-018-0908-4. Epub 2018 Apr 10. PMID: 29637515; PMCID: PMC6372345.

Content Reference 4

Pooja Dewan, Sumaira Khalil, Piyush Gupta, Objective structured clinical examination for teaching and assessment: Evidence-based critique, Clinical Epidemiology and Global Health, Volume 25, 2024, 101477, ISSN 2213-3984,https://doi.org/10.1016/j.cegh.2023.101477.

Content Reference 5

Landoll RR, Maggio LA, Cervero RM, Quinlan JD. Training the Doctors: A Scoping Review of Interprofessional Education in Primary Care Behavioral Health (PCBH). J Clin Psychol Med Settings. 2019 Sep;26(3):243-258. doi: 10.1007/s10880-018-9582-7. PMID: 30255408. Boursicot, K., et al. (2016). Objective Structured Clinical Examinations for Assessing Behavioral Health Competency. Medical Teacher, 38(9). Schneiderhan J, Guetterman TC, Dobson ML. Curriculum development: a how to primer. Fam Med Com Health 2019;7:e000046. doi:10.1136/ fmch-2018-000046