Residents are enthusiastic about teaching, and their level of enthusiasm remains high following a teaching rotation. Residents feel more prepared to teach, more confident in their teaching ability, more aware of their expectations as a teacher, and less anxious about teaching following a formal teaching rotation.

Background: Medical student mistreatment has detrimental effects on student well-being and poses a patient safety risk, yet 40% of medical school graduates report being mistreated during their training. Unfortunately, this statistic has not changed significantly since 2013. The 'hidden curriculum' contributes to the pervasiveness of mistreatment in medical schools in the USA. The #MDsToo curriculum was developed to mitigate the effects of the hidden curriculum by sensitising faculty members and residents to mistreatment. Methods: During the curriculum, participants are introduced to the KIND (knowledgesharing, inclusive, nondiscriminatory, developmentally appropriate) framework for modelling positive teacherlearner interactions and detecting mistreatment. Using KIND, faculty members and residents identify and categorise mistreatment in eight video cases depicting mistreatment, and reflect on their own experiences with mistreatment. Results: Two hundred and forty-eight participants responded to a course survey. Most had experienced mistreatment. After the training, almost half stated that there were situations in the past that they did not recognize as mistreatment that they would now classify as mistreatment, and most stated that they were likely to report mistreatment now. Conclusion: The #MDsToo curriculum may provide an effective design for mistreatment prevention training. Next steps include multi-institutional implementation and longitudinal outcome studies.

To expand and optimize the behavioral health workforce, it is necessary to improve primary care providers' (PCPs) overall knowledge and clinical skills in primary care-based psychiatry. Studies on the effects of postgraduate psychiatric education programs for PCPs on psychiatric knowledge are limited. Methods: A total of 251 PCPs completed a 1-year fellowship. Data from program development and evaluation were analyzed for 4 fellowship years (2016)(2017)(2018)(2019). Fellows were surveyed at baseline, midpoint, and postfellowship about mental health stigma, perceived competency, attitudes about psychiatry, satisfaction with current psychiatric knowledge, confidence and comfort to treat psychiatric illnesses, and program satisfaction. Psychiatric knowledge was evaluated at baseline, midpoint, and postfellowship. Results: Large effects were noted on perceived competency/self-efficacy and confidence in the treatment of common psychiatric disorders encountered in primary care settings. Positive effects were observed on attitudes of mental health stigma, and even more robust effects were found with improvement in psychiatry clinical knowledge. Knowledge improved by 12% at postfellowship (P < .0001). Correlations of the degree of change in attitude with improved psychiatric literacy demonstrated significant relationships with reduction of stigma total score (r = 20.2133, P = .0043), increased willingness (r = 0.1941, P = .0096), and increased positive attitudes (r = 0.1894, P = .0111). Conclusion: Innovative initiatives to improve and expand psychiatric knowledge and clinical skills among those who provide the most behavioral health care (PCPs) can have marked impacts on attitudes toward mental health care delivery, stigma, and competency/self-efficacy. Future studies are necessary to consider the impact of this program on clinical practice pattern outcomes on a larger scale.