Background: The public health systems and services for pediatric mental health are vast and complex. Doctors entering residency training have very little knowledge of these services and the nuanced nature of them can affect their interest in child and adolescent psychiatry. There has been little systematic attempt to build curricula on federal, New York (NY) state, and local service areas in child and adolescent mental health. This study hopes to examine the design, implementation, and evaluation of a psychiatry residency educational curriculum with a focus on acronyms and glossary of terms for federal, state, and local programs for child and adolescent mental health. The goal of this project is to increase general psychiatry resident’s knowledge in areas of public programs and general services for pediatric psychiatry patients.
Methods: A comprehensive guide to federal, NY state, and New York city systems and services was created in collaboration with a psychiatry attending, a third-year psychiatry resident, and licensed clinical social worker all providing input. This guide was organized into the following categories: clinical services, social services, legal services, education services, levels of care, and therapies. During the spring 2022 semester, a curriculum was delivered to a group of PGY1 psychiatry resident trainees over a 45-minute teaching period. The trainees were first evaluated with a pretest to assess their baseline knowledge and confidence in the material of the service terms prior to receiving the course material. Following the pre-test, the trainees were given a 45-minute lecture course which reviewed the comprehensive guide to federal, NY state, and New York City systems and services. The trainees were then given a posttest assessment which examined their knowledge and confidence in the material. A 2-sample, t test was used to compare pre- and post-course results.
Results: The comprehensive curriculum was completed with a group of 6 trainees. 3 trainees (n=3) completed both the pretest and posttest to evaluate trainee knowledge and to assess for perceived knowledge and comfort with the material. A 2-sample, 2-tailed t test was completed to evaluate trainee knowledge. There was no significant difference in pretest scores vs post test scores (t(2) = -.50, p = .667) despite participants scoring slightly higher on the posttest (M = .533, SD = .31) than the pretest (M = .40, SD = .20). When comparing participant perception of knowledge and comfort with the various glossary definitions, participants were significantly more likely to have: 1) Increased overall comfort level with common child and adolescent psychiatry terminology (t(2) = -5.0, p=0.038); 2) Increased knowledge about child-based therapy types (t(2) = -5.0, p=0.038). The t score could not be computed for question 3 because the standard error of the difference was 0.
Discussion: There was no significant difference in pretest vs post test scores found. This was despite all participants scoring higher on the posttest than the pretest. There are many limitations to this study that will be addressed in future evaluations. One of the main limitations was the number of participants who agreed to complete both the pretest and posttest survey. With a limited n=3, our sample size may have been too small to show a significant difference between the pretest and posttest groups. Additional limitations to this study may have been the sample we chose to teach the educational curriculum to. Our sample consisted of current PGY1 residents. Although PGY1 Psychiatry residents see child cases in the psychiatric emergency room and the child consult service, typically the PGY3 residents rotating in the psychiatric emergency room overnight have significantly more child case exposure. This educational curriculum may be better suited for the PGY3 psychiatry trainees in the future.

**Background:** The public health systems and services for pediatric mental health are vast and complex. Doctors entering residency training have very little knowledge of these services and the nuanced nature of them can affect their interest in child and adolescent psychiatry. There has been little systematic attempt to build curricula on federal, New York (NY) state, and local service areas in child and adolescent mental health. This study hopes to examine the design, implementation, and evaluation of a psychiatry residency educational curriculum with a focus on acronyms and glossary of terms for federal, state, and local programs for child and adolescent mental health. The goal of this project is to increase general psychiatry resident’s knowledge in areas of public programs and general services for pediatric psychiatry patients.
**Methods:** A comprehensive guide to federal, NY state, and New York city systems and services was created in collaboration with a psychiatry attending, a third-year psychiatry resident, and licensed clinical social worker all providing input. This guide was organized into the following categories: clinical services, social services, legal services, education services, levels of care, and therapies. During the spring 2022 semester, a curriculum was delivered to a group of PGY1 psychiatry resident trainees over a 45-minute teaching period. The trainees were first evaluated with a pretest to assess their baseline knowledge and confidence in the material of the service terms prior to receiving the course material. Following the pre-test, the trainees were given a 45-minute lecture course which reviewed the comprehensive guide to federal, NY state, and New York City systems and services. The trainees were then given a posttest assessment which examined their knowledge and confidence in the material. A 2-sample, t test was used to compare pre- and post-course results.
**Results:** The comprehensive curriculum was completed with a group of 6 trainees. 3 trainees (n=3) completed both the pretest and posttest to evaluate trainee knowledge and to assess for perceived knowledge and comfort with the material. A 2-sample, 2-tailed t test was completed to evaluate trainee knowledge. There was no significant difference in pretest scores vs post test scores (t(2) = -.50, p = .667) despite participants scoring slightly higher on the posttest (M = .533, SD = .31) than the pretest (M = .40, SD = .20). When comparing participant perception of knowledge and comfort with the various glossary definitions, participants were significantly more likely to have: 1) Increased overall comfort level with common child and adolescent psychiatry terminology (t(2) = -5.0, p=0.038); 2) Increased knowledge about child-based therapy types (t(2) = -5.0, p=0.038). The t score could not be computed for question 3 because the standard error of the difference was 0.
**Discussion:** There was no significant difference in pretest vs post test scores found. This was despite all participants scoring higher on the posttest than the pretest. There are many limitations to this study that will be addressed in future evaluations. One of the main limitations was the number of participants who agreed to complete both the pretest and posttest survey. With a limited n=3, our sample size may have been too small to show a significant difference between the pretest and posttest groups. Additional limitations to this study may have been the sample we chose to teach the educational curriculum to. Our sample consisted of current PGY1 residents. Although PGY1 Psychiatry residents see child cases in the psychiatric emergency room and the child consult service, typically the PGY3 residents rotating in the psychiatric emergency room overnight have significantly more child case exposure. This educational curriculum may be better suited for the PGY3 psychiatry trainees in the future.

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