SummaryAim of the study: Formulation is considered a key competence that should be taught during psychiatry training in residency. The scientific literature indicates shortcomings in teaching this clinical skill such as a lack of standardization and clear guidelines. The main objective of this research was to examine psychiatry residents' perception regarding teaching of formulation in Canadian psychiatry residency programs. Subject or material and methods: Results:Overall, results of this survey indicated that residents did not feel very competent in their formulation skills, although they felt this was an important ability. Residents mostly learn it through individual supervision or through mentoring with a senior resident. Discussion:Residents suggested a more structured approach in teaching formulation, as well as adding a small group format or workshops.Conclusions:This research could provide guidance to educators in developing new curricula in the context of the upcoming transition to the competence-based framework by the Royal College of Physicians and Surgeons of Canada.

SummaryBiopsychosocial formulation remains an important skill for both residents and faculty. If it is not taught early and adequately, then residents fail to develop this skill. Despite a number of evidence-based teaching tools, residents continue to voice concern about when and how formulation is being taught in training programs. A survey in Canada showed that residents were dissatisfied with the current "status quo". Structured teaching was deemed important; as was hearing supervisors formulate. Small group teaching was valued and early exposure was also considered beneficial. The purpose of our paper is to demonstrate a novel technique for teaching biopsychosocial formulation to psychiatry residents of all training levels. We detail a workshop we developed for both residents and faculty that combines faculty formulations with small and large group work. We recognize that this initial workshop was a small first step in changing the culture of formulation teaching. More studies are needed to determine exactly which teaching methods should be employed in a more robust and structured formulation curriculum.