Psychiatry Residency Program

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How do you train a psychiatrist?

Should a residency program be focused on producing can-do clinicians, whose training and experience prepares them to work with unpredictable patients and ever-changing diagnostic assessments? Or does the ideal residency produce young scientists, who contribute to the academic community through meeting attendance and literature, and incorporate current scientific research into daily practice?

If we place clinical practice is our paramount goal, then do we mean psychopharmacology, cognitive behavior therapy, family therapy, group psychotherapy - or any of the hundred permutations of these techniques. If, on the other hand, we place science first then what kind of science: genomics, biomolecular neuroscience, fMRI imaging of neural networks, bundled and un-bundled comparisons of DBT against alternative manualized psychotherapies, longitudinal studies of defense mechanisms?

Yet - perhaps there's something beyond science and clinical practice that is the defining factor in the training of a psychiatrists: a tradition of disciplined humanistic thought and practice that begins with Charcot and extends through the greats of the 19th and early 20th centuries - Freud, Kreapelin, Bleuler, Jaspers - to name a few - giants of independent thought who defined the problems we still engage today. Surely any training program is incomplete that does not its graduates placed themselves in this procession?

And yet - isn't there something more to the making of a psychiatrist than clinical, scientific and intellectual development? Isn't it the case that psychiatrists - uniquely among physicians - face a special challenge to both understand mental illness, to establish intimate relationships with their patients, and to simultaneously maintain a professional and intellectual position of independence from them? Isn't it the case that almost every psychiatrist must - to one extent or another - inevitably confront themselves, and develop personally and morally, if they are to find their way in what some have called "the impossible profession"?

The answer to each of these questions, as surely you surmise, is - "yes." Modern psychiatric training is deficient if it does not include awareness of all of these domains of knowledge, and likely many others I've failed to mention.

The problem of integrating diverse data and theoretical concepts, represents one more aspect of the challenge psychiatrists face on a daily basis - and one of the reasons psychiatry remains the most fascinating branch of medicine.

The goal of our training program is to begin a process of lifelong learning. In addition to our four-year adult psychiatric residency training program, we also have fellowships in Child and Adolescent Psychiatry and Psychosomatic Medicine. Our yearlong OPD rotation includes training in broad range of psychotherapies. Psychoanalytic courses taken by residents trained in either adult or child may be integrated into a separate advanced psychoanalytic training program or a selective during the PGY4 year. We are building our curriculum in biological psychiatry and psychopharmacology, and building a Department-wide commitment to education and research.

Under the leadership of Dr. Stephen Ferrando, our Chairman, we are committed to the mentorship of our residents as leaders, scholars and clinicians. We welcome your interest in our program, and hope that you will consider building the next stage of your career with us.

Sincerely,

Alexander Lerman, MD
Assistant Professor of Clinical Psychiatry
Vice Chairman for Education and Residency Training Director
New York Medical College at Westchester Medical Center
Department of Psychiatry and Behavioral Sciences
Behavioral Health Center 3rd floor
Valhalla, New York 10595

Clinical Services & Rotations

 ADULT INPATIENT PSYCHIATRY

While on this service, the resident functions as an integral member of the treatment team.  Clinical responsibilities include psychiatric intake, evaluation, management and disposition planning of specifically assigned patients under the close supervision of an attending psychiatrist and psychiatry residents.  The resident gains skills in psychiatric examination and evaluation, interviewing techniques, psychopharmacology and is offered some beginning experience in psychotherapeutic techniques.  

During the inpatient rotation, PGY-1 residents will also receive weekly off-unit supervision from the Program Director and/or members of the voluntary faculty. 

We take training residents as educators very seriously.  PGY-1 residents supervise and instruct medical students, and receive guidance and support from senior resident staff.  We work to provide useful assessment and feedback to guide residents’ professional development, and to create a learning environment that is constructive, exciting, and physically and emotionally safe.

Most inpatient rotations occur at Westchester Medical Center.  We are planning to expand our residency training at Mid-Hudson Regional Hospital.

There are many learning opportunities for residents including lectures and weekly Grand Rounds (September - May). In addition, residents have opportunities to be involved with teaching, including supervising third year medical students, giving lectures, and participating in the education for psychiatry residents and medical students.

PSYCHIATRIC EMERGENCY ROOM
The resident will participate in the initial evaluation at the emergency room and be a part of the decision of psychiatric admission including mental status examination, physical examination and review of laboratory data.  Residents will learn about legal documents pertaining to voluntary vs. involuntary admission and will also learn how to place the initial orders when a patient is admitted to the floor.  This includes psychopharmacology and the level of monitoring (constant observation vs. Q15 minute checks).  Residents will also learn about detoxification protocols in the treatment of substance withdrawal.

The resident will also become familiar with clinical steps that are necessary when patients are not admitted and are referred back to the community; this involves, besides the psychiatric evaluation of the patient, contact with the families and friends to gather collateral information and make proper referral for the outpatient follow-up.

ADULT PSYCHIATRIC OUTPATIENT SERVICE
Behavioral Health Center at Westchester Medical Center

Our outpatient service offers a full range of psychiatric treatment options.  The adult OPD averages about 11,000-12,000 visits per year, and is staffed by social workers, psychologists, mental health workers, a nurse practitioner, psychiatry attendings, residents and other trainees.  Residents may spend three to four hours per week evaluating new patients.  Once they have seen the patient, they present the case to a supervisor who then joins the resident in seeing the patient.  Interviewing technique, differential diagnosis and treatment planning are discussed.  Residents treat adult patients in individual, group and family modalities.  Treatment approaches utilized include: supportive psychotherapy, crisis intervention, brief and long-term psychodynamic therapies, combined psychotherapy and medication, cognitive behavioral therapy, group and family therapy, and psychopharmacological treatment.  Each resident sees individual patients, co-leads one or two weekly groups, and does one or two weekly intake evaluations.  Residents participate in a weekly meeting of all OPD staff to discuss patient evaluations and treatment planning.

The OPD has a broad ethnic mix, reflecting the surrounding community.  The predominant patient populations are middle-class, working class, and poor socio-economic groups. Patients have the full-spectrum of psychiatric diagnoses, including adjustment disorders, major depression, anxiety disorders, personality disorders, and some cases of dementia.  The OPD also treat patients with severe and chronic mental illness including patients with schizophrenia, and bipolar disorder.  Many of the patients have co-morbid medical problems including hepatitis C, multiple sclerosis, chronic pain, and HIV.  There are specific programs that residents participate in for specific patient populations, ITOP for fragile, chronically mentally ill patients, Gateway for gay, lesbian, bisexual and transgender patients, and Step-Up for patients with severe personality disorders.  Residents have the option of seeing an adolescent patient, and there are a significant number of geriatric patients as well.

ADDICTION PSYCHIATRY
As of July 2016, 8 out of 9 – 10 residents in the PGY-II year rotate in addiction psychiatry at the Montrose VA Hospital, while the remaining 1 – 2 residents per year rotate at our sister campus at the MidHudson Regional Hospital in Poughkeepsie NY.  Residents at both sites engage the complex psychological, psychosocial, and biologic forces behind the pathology and treatment of addiction.

CONSULTATION/LIAISON PSYCHIATRY
The resident is responsible for responding to psychiatric consultations from medical, surgical, critical care, and other services.  Duties include psychiatric examination and evaluation of patients, consultation with staff of various medical services and attendance at conferences and rounds. Residents will have the opportunity to work one on one with a board certified consultation/liaison psychiatrist.

Residents will have the opportunity to observe psychiatric manifestations of illness in an acute medical setting.  Residents will gain knowledge of basic principles of psychosomatic medicine and learn to integrate psychiatric and medical care.  Residents will be exposed to a wide variety of cases and will gain clinical reasoning skills in assessing and treating psychiatric components of medical illnesses.

CHILD PSYCHIATRY
The Adult Residency training program benefits from our unusual strengths in Child Psychiatry, including training on a dedicated child psychiatry inpatient unit, adolescent inpatient unit, Child and Adolescent OPD, and a dynamic Child C/L program at the WMC Maria Ferrari Children’s Hospital

The resident functions as an integral member of a treatment team responsible for specifically assigned children under the close supervision of an attending psychiatrist on a number of child psychiatric services including in- and outpatient facilities.  Clinical responsibilities include psychiatric intake and evaluation of children, family studies, medical management, disposition planning and consultation.  In order to effectively work with children and their families, the resident will develop an ability to work in teams with other professional staff including teachers, social workers, nurses, psychologists and recreational therapists.  The resident gains skills in psychiatric examination and evaluation, interviewing techniques, psychopharmacology and is offered some beginning experience in psychotherapeutic techniques specific to child and adolescent psychiatry.

Residents will experience firsthand the daily role of inpatient and outpatient child psychiatrists. Through patient interactions, residents will have exposure to a wide variety of psychiatric illnesses. Residents will have the opportunity to observe the longitudinal course of chronic psychiatric illnesses and participate in patient treatment from acute management to long term care.

During the elective, residents will have the opportunity to interact with the Director of Child Psychiatry.  There are many learning opportunities for students including lectures and weekly Grand Rounds (September-May).  Residents have the opportunity to be involved in teaching as well.

GERIATRIC PSYCHIATRY
As of July 2016, 8 out of 9 – 10 residents in the PGY-II year rotate in geriatric psychiatry at the Montrose VA Hospital, while the remaining 1 – 2 residents per year rotate at the med-psych geriatrics service at Westchester Medical Center.  Residents at both sites engage the complex biological aspects of psychiatric illness and aging.

SCHOLARLY PROJECT REQUIREMENT
A scholarly project is required of all residents.  The resident may begin a project during the PGY 2 year and must complete this requirement in order to graduate from our program.  The scholarly product may be an original clinical research report, a case report, a comprehensive literature review, or a research project.  Under the supervision of an attending psychiatrist or research psychologist, residents can participate in either clinical or basic science research in the department, medical school, or pursue their own original research.  A research psychologist is available to match residents with projects and assist in data analysis.  The scholarly project must be written up, and be of sufficient quality to be either submitted for publication or presented.  If not submitted for publication, the project must be presented in Grand Rounds or another appropriate format.  All residents present their projects at a Resident Research Forum in June.

RESEARCH
Discussions are underway to provide research electives for residents at the Nathan Kline Institute, one of two psychiatry research institutes in New York State.  NKI is located on the grounds of Rockland Psychiatric Center and is staffed by world-renowned researchers.  This should afford an opportunity for residents with an interest in research to gain more experience and have additional mentors.  Residents also have the opportunity to work with faculty from other departments including internal medicine and neuroradiology on research projects.

Clinical Rotations

There is flexibility about the sequence in which the rotations are taken in the 2nd through 4th years. The rotations are adjusted for those doing a child fellowship after the 3rd year. Each block consists of 4 weeks; there are 13 blocks each year.

PGY-1:

Medicine or Medicine/Pediatrics:  4 blocks   (WMC or LHH)
Inpatient Psychiatry:  8 blocks   (WMC or LHH)
Night Float:  1 block   (WMC)

PGY-2:

Inpatient Psychiatry:  2 – 3 blocks  (WMC or LHH)
Emergency Psychiatry:  2 blocks  (WMC)
Neurology:  2 blocks  (WMC)
Substance Abuse:  1 ½  blocks  (VA or MHRH)
Geriatric Psychiatry:  1 ½ block  (VA or MHRH)
Consultation/Liaison:  2 – 4 blocks   (WMC)
Child Psychiatry:  1 – 2 blocks (WMC)

PGY-3:

Outpatient Department: 13 blocks 
2 – 6 outpatient psychotherapy patients

PGY-4:

Senior electives and scholarly project:  6 – 8 blocks
Child and Adolescent Psychiatry:  2 blocks
Junior administrative attending:  2 – 3 blocks
OPD Continuous Cases optional
Requirements not met in previous years

Interviewing and Psychotherapy Training

At the NYMC/BHC program we view the ability to listen to and understand a patient as core aspect of psychiatry, which underlies all other activities, theoretical frames of reference, or therapeutic modalities a psychiatrist may engage or employ.

Our clinical training emphasizes interviewing and case formulation, including challenging, video-recorded simulated patient interviews.  Our outpatient year offers extensive training in both Psychodynamic Psychotherapy and Cognitive Behavioral Therapy. Two members of our faculty are faculty members of the Columbia University Center for Psychoanalytic Research and Training, and many of our voluntary faculty have distinguished credentials in various treatment modalities. 

Third year residents particularly interested in psychodynamic psychiatry have the option of rotating in our Personality Disorders / Development clinical track, as well as participation in the general curriculum . Third and Fourth year residents also have the option of enrolling the New York Medical College Psychoanalytic Institute.

All residents attend case conferences and didactics focused on treatment of personality disorders, as well as training in Family and Marital Therapy, and Group Psychotherapy.


Simulated Patient Interviews  

We’ve launched an ambitious Simulated Patient Interview Program.  We’re using video recordings of the encounters to build and assess resident skills in challenging clinical scenarios, and as tools in the classroom and clinical workshops.

See a simulated patient interview:

You can check out one of our interviews here.

Care to challenge your clinical skills further?  Email WMC Program Director and place the word “SIMULATE!”  in the subject line to receive a self-assessment guide based on the interview.

Curriculum and Didactic Education

The psychiatric residency offers a full day of protected academic time (in the event classes are not schedules, residents are expected to resume clinical duties), and an expanding program of didactic education.  We expect our residents to work hard on the clinical services, and to build on their experience in the classroom.  We have an excellent ABPN Board passage rate, and have launched many residents into prestigious careers around the country.

As you will see from the curriculum below, we augment our in-house teaching staff with voluntary faculty from around the metropolitan area for coursework in subjects ranging from child sexual abuse to cross-cultural practice in the ultraorthodox Jewish community.

We’re always looking for original and inspiring ways to teach:  from building models of the brain out of playdough, to rigorous curricula from the American College of Psychopharmacology, to studying the life and writings of Adolph Hitler.   Many of our most original ideas come from residents: training residents as teachers is a core part of our educational mission, and many outstanding aspects of our educational program include the work of students-turned scholars in our program. 

See our Curriculum:
You can download our WMC Curriculum for 2017-2018.

Research and Scholarship

Under the leadership of our Chairman, Dr. Stephen J. Ferrando, our training program has a dynamic and growing program to foster what we anticipate to be a lifetime commitment to clinical research and scholarship among our trainees.   Our initiative includes a regularly scheduled Research Colloquium which serves as an open forum for academic projects in every stage of development, a “Disorder of the Quarter” clinical study and practice review project, and 1:1 faculty support for groups and individual residents engaged in scholarly pursuit. 

Psychoanalytic Institute of the Department of Psychiatry

The Psychoanalytic Institute of the Department of Psychiatry at New York Medical College offers comprehensive instruction in psychodynamic psychotherapy.  The faculty of the New York Medical College Psychoanalytic Institute provides senior teachers and supervisors to the psychiatric residency training program.  Residents can take a two-year course starting in their third year of residency, which leads to Certification in Psychodynamic Psychotherapy.  Credit for the first year of training in the Psychoanalytic Institute can be given to residents who complete this course.  In addition, an elective in psychodynamic psychotherapy is offered to residents as part of the crricuulum.

Chief Residents


Ori-Michael Benhamou, MD
Medical School: Ben-Gurion Univ. of the Negev Faculty of Hlth. Sciences


Jasra Ali Bhat, MBBS
Medical School:
Acharya Shri Chander College of Medical Sciences


Ilana Dicker, DO
Medical School:
New York Institute of Technology College of Osteopathic Medicine

PGY4


Huifen Feng, MB
Medical School:
Sun Yat-Sen University of Medical Sciences



Gohar Khosravi, MD
Medical School:
Islamic Azad University – Tehran Branch


Adam Shapiro, MD
Medical School:
Saba Univeristy of medical Sciences
“Dr. Shapiro recently completed a fourth-year Brain Stimulation elective rotation at the Medical University of South Carolina, building upon the wealth of experience he acquired prior to starting residency. He has resided in Manhattan throughout his residency at Westchester and will continue to practice there following his graduation in June.”


Annie Xu, MD
Medical School:
New York Medical College

PGY3


 

Paul Cristofano, MD
Medical School:
Albany Medical College


Alaa Elnajjar, M.MED
Medical School:
Ain Shams University Faculty of Medicine
"Alaa is a general psychiatry resident who is interested in Child Adolescent subspecialty, with particular emphasis on immigrants and refugees children’s mental health. She finished her first combined psychiatry and neurology residency in Egypt. As an International Medical Graduate (IMG), she worked with the educational committee to help developing a practical cultural competency curriculum for IMGs. She is currently an APA Diversity Leadership Fellow, and working on applying her studies of cultural psychiatry to improve the educational experience of IMGs who seek training at USA."


Azeb Shahul Hameed, MBBS
Medical School:
Kasturba Medical College


Mohsen Jalali-Roudsari, MD
Medical School:
Mashhad University of Medical Sciences


Leila Jean-Baptiste, MD
Medical School:
Universite D’Etat D’Haiti
“I am first the MOTHER of an awesome little boy, wife, daughter, sister, physician who is very dedicated to patient care but also loves cooking, Tennis, all kind of music, dancing, the Gym and Zumba!!!”


Maria Lama, MD
Medical School:
Pontificia Universidad Catolica Madre Y Maesta


Adam Ovadia, MD
Medical School:
Hofstra North Shore-LIJ School of Medicine


Renata Podolec, MD
Medical School:
State University of NY Downstate Medical Center College of Medicine


Sarah Vaithilingam, MD
Medical School:
Ross University School of Medicine

PGY2


 Hussain Abdullah, MBBS 
Medical School: 
Allama Iqbal Medical College


Argyro Athanasiadi, MD
Medical School:
Demokritos University of Thrace
"Hello, I’m Argyro, coming from Greece. I love cooking Greek Gyro, going to the beach and watching new shows on Netflix!”


Bora Colak, MD
Medical School:
St. George’s University
“I took the scenic route to a career in psychiatry, studying economics at Harvard, exploring the links of philosophy and cosmology through my twenties, and most recently completing an MPH at St. George’s University before embarking on my journey into medicine!” 


Matthew Garofalo, MD
Medical School:
New York Medical College
“I am from Norwalk, Connecticut and enjoy spending my spare time fishing. Professionally, my interests lie in general psychiatry, consultation liaison psychiatry, and palliative medicine.” 


Krizia Gupiteo, DO
Medical School:
New York Institute of Technology College of Osteopathic Medicine
“I studied anthropology at NYU and then graduated from NYIT College of Osteopathic Medicine in 2017.” 


Yuliya Hryb, MD
Medical School:
Belarussian State Medical University


Parul Kumar, MD
Medical School:
Ross University School of Medicine


Sina Nikayin, MD
Medical School:
Tehran University of Medical Sciences
“After graduating medical school, I spent two years doing research before starting residency. I continue to be involved in research and quality improvement projects. My research interests include delirium in children and adults, psychiatric effects of medical disorders, developmental psychopathology, and technology in psychiatry.”


Kinjal Patel, MD
Medical School:
Saba University School of Medicine


Saad Rahmat, MD
Medical School: St. George’s University


Vishnupriya Samarendra, MD
Medical School:
University of Pittsburgh School of Medicine
“I am interested in working with children and adults dealing with trauma, substance use, and attachment issues.”

PGY1

 

Faith Consiglio, MD
Medical School:
Stony Brook University School of Medicine
“I chose Psychiatry because I love how it combines humanism with science. In my free time I enjoy writing fiction, growing plants, and figure skating.”


Raafay Deen, DO
Medical School:
Lake Erie College of Osteopathic Medicine
“I am a passionate sports fan, a movie buff and someone who loves to travel and explore new cuisines.”


Faiza Farooq, MBBS
Medical School:
Dow Medical College


Muhammad Farooqi, MBBS
Medical School: Nishtar Medical College


Ariel Heller, DO
Medical School:
New York Institute of Technology College of Osteopathic Medicine


Alice Jiang, DO
Medical School
: Touro College of Osteopathic Medicine
“I enjoy painting/drawing, hiking and being outside, traveling (and catching all the local Pokémon), fashion blogs, and food (both making and eating)”


Anum Khan, MBBS
Medical School:
Allama Iqbal Medical College


Naomi Oyemwense, MD
Medical School:
New York Medical College


Eric Ross, MD
Medical School:
New York Medical College


Adam Schein, MD
Medical School:
New York Medical College


Michael Trobiano, MD
Medical School:
American University of Antigua College of Medicine

Recent Graduates

Fellowship Programs of Graduates

2018 Graduates
Vanderbilt University Medical Center - Child and Adolescent Psychiatry
Westchester Medical Center/New York Medical College – Child and Adolescent Psychiatry
Montefiore Medical Center, Albert Einstein College of Medicine - Geriatric Psychiatry
University of Iowa Hospitals and Clinics - Child and Adolescent Psychiatry
Westchester Medical Center/New York Medical College – Child and Adolescent Psychiatry
University of New Mexico School of Medicine - Psychosomatic Medicine

2017 Graduates
New York Medical College/Westchester Medical Center – Psychosomatic Medicine Fellowship
New York State Psychiatric Institute at Columbia University Medical Center – Public Psychiatry Fellowship
Northwell Health at Long Island Jewish Medical Center – Child and Adolescent Psychiatry 
Cambridge Health Alliance, Cambridge, Massachusetts – Child and Adolescent Psychiatry
Yale-New Haven Hospital, Connecticut – Psychosomatic Medicine Fellowship
Montefiore Medical Center, Albert Einstein College of Medicine – Psychosomatic Medicine Fellowship

2016 Graduates
Dartmouth-Hitchcock Medical Center – Child and Adolescent Psychiatry Fellowship
Montefiore Medical Center, Albert Einstein College of Medicine – Geriatric Fellowship
Montefiore Medical Center, Albert Einstein College of Medicine – Psychosomatic Med. Fellowship
Mount Sinai St. Luke’s, Roosevelt – Psychosomatic Medicine Fellowship
New York-Presbyterian Hospital of Columbia and Cornell Universities – Child and Adolescent Psychiatry Fellowship
Tufts Medical Center – Child and Adolescent Psychiatry Fellowship 

2015 Graduates
George Washington University – Child and Adolescent Psychiatry Fellowship 
Yale University – Geriatric Psychiatry Fellowship
North Shore – LIJ – Child and Adolescent Psychiatry Fellowship
Harvard University – Child and Adolescent Psychiatry Fellowship
SUNY Upstate in Syracuse – Forensic Psychiatry Fellowship
University of Chicago/UIC – Behavioral Neurology and Neuropsychiatry
Icahn School of Medicine at Mount Sinai – Geriatric Psychiatry Fellowship

2014 Graduates
Brown University – Child and Adolescent Psychiatry Fellowship
Yale University – Community Psychiatry Fellowship
Mount Sinai St. Luke’s – Psychosomatic Medicine Fellowship
Weill-Cornell – Geriatric Fellowship
Hofstra North Shore-LIJ – School of Medicine – Child and Adolescent Psychiatry Fellowship
University of Connecticut – Child and Adolescent Psychiatry Fellowship
New York Medical College/Westchester Medical Center – Psychosomatic Medicine Fellowship

Department Chair:
Ferrando, Stephen J., MD
Chair and Professor of Psychiatry and Behavioral Sciences

Anderson, Wade Brian, PhD 
Instructor of Psychiatry & Behavioral Sciences

Appel, Debra A., MD
Clinical Assistant Professor of Psychiatry and Behavioral Sciences

Baxi, Ami Shreyas, MD
Instructor of Psychiatry and Behavioral Sciences

Berman, Harvey M., MD
Clinical Associate Professor of Psychiatry and Behavioral Sciences

Carlson, Stephan M., MD
Assistant Professor of Psychiatry and Behavioral Sciences

Citrome, Leslie Lucien, MD, MPH
Clinical Professor of Psychiatry and Behavioral Sciences

Daniels, Catherine Eva, MD
Adjunct Assistant Professor of Psychiatry and Behavioral Sciences

Deen, Taj M., MD

Adjunct Assistant Professor of Psychiatry and Behavioral Sciences

Deltito, Joseph A., MD

Clinical Professor of Psychiatry and Behavioral Sciences

Dombrowski, Frederick B., PhD
Instructor of Psychiatry and Behavioral Sciences

Donn, Richard, MD
Adjunct Associate Professor of Psychiatry and Behavioral Sciences

Dornbush, Rhea L., PhD, MPH
Professor of Psychiatry and Behavioral Sciences

Dorsky, Joshua I., MD

Clinical Assistant Professor of Psychiatry and Behavioral Sciences

Draoua, Jay D., MD
Associate Professor of Clinical Psychiatry and Behavioral Sciences

Duvvi, Vikram Vardhan, MD

Assistant Professor of Psychiatry and Behavioral Sciences

English, Joseph T., MD
Professor of Psychiatry and Behavioral Sciences
Sidney E. Frank Distinguished Professorship of Psychiatry and Behavioral Sciences

Feminella, Michael, MD
Clinical Assistant Professor of Psychiatry and Behavioral Sciences

Gallagher, Richard E., MD
Professor of Clinical Psychiatry and Behavioral Sciences

Gamboa, Martha C., MD
Assistant Professor of Psychiatry and Behavioral Sciences

Graae, Flemming G., MD
Clinical Associate Professor of Psychiatry and Behavioral Sciences

Herman, Edward R., MD, JD
Clinical Assistant Professor of Psychiatry and Behavioral Sciences

Jones, Billye J., LCSW 
Instructor of Psychiatry & Behavioral Sciences

Karampahtsis, Christopher, MD, MPH
Assistant Professor of Psychiatry and Behavioral Sciences

Kemker, Susan S., MD
Clinical Assistant Professor of Psychiatry and Behavioral Sciences

Klepacz, Lidia, MD
Assistant Professor of Psychiatry and Behavioral Sciences

Kymissis, Pavlos, MD

Clinical Professor of Psychiatry and Behavioral Sciences

Larkin, Roland M., PhD
Assistant Professor of Psychiatry and Behavioral Sciences

Laska, Kathy F., MA
Instructor of Psychiatry & Behavioral Sciences

Lee, Frances Wen-Hui, MD
Clinical Assistant Professor of Psychiatry and Behavioral Sciences

Lefer, Jay, MD
Clinical Associate Professor of Psychiatry and Behavioral Sciences

Leon, Carmen I., MD

Assistant Professor of Psychiatry and Behavioral Sciences

Lerman, Alexander C., MD
Assistant Professor of Psychiatry and Behavioral Sciences

Lev, Olga, MD
Instructor of Psychiatry and Behavioral Sciences

Loutsch, Erica M., MD
Clinical Associate Professor of Psychiatry and Behavioral Sciences

Luther, Charles William, MD
Adjunct Assistant Professor of Psychiatry and Behavioral Sciences

Mahler, Susan, MSW
Assistant Professor of Psychiatry and Behavioral Sciences

McCarrick, Richard G., MD, MHA
Assistant Professor of Psychiatry and Behavioral Sciences

Nobler, Mitchell S., MD
Associate Professor of Clinical Psychiatry and Behavioral Sciences

Nord, Melissa Ann, Psy.D.
Assistant Professor of Psychiatry and Behavioral Sciences

O'Connell, Ralph A., MD
Professor of Psychiatry and Behavioral Sciences

Olarte, Silvia W., MD
Clinical Professor of Psychiatry and Behavioral Sciences

Okan, Hande, MD
Instructor of Psychiatry and Behavioral Sciences

Ratakonda, Santhi S., MD
Assistant Professor of Psychiatry and Behavioral Sciences

Schreiber, Klaus W., MD
Clinical Assistant Professor of Psychiatry and Behavioral Sciences

Schultheis, Gary B., MD
Clinical Assistant Professor of Psychiatry and Behavioral Sciences

Shainmark, Steven Scott, MD
Assistant Professor of Psychiatry and Behavioral Sciences

Shaker, Ruth, MSW
Clinical Assistant Professor of Psychiatry and Behavioral Sciences

Sissler, Ann M., MSW
Clinical Assistant Professor of Psychiatry and Behavioral Sciences

Smolin, Yvette L., MD
Clinical Assistant Professor of Psychiatry and Behavioral Sciences

Stabinsky, Harvey, MD, JD
Associate Professor of Clinical Psychiatry and Behavioral Sciences

Stabinsky, Susan, MD
Clinical Associate Professor of Psychiatry and Behavioral Sciences

Stern, David Andrew, MD
Assistant Professor of Psychiatry and Behavioral Sciences

Sullivan, Stephen P., MD
Instructor of Psychiatry and Behavioral Sciences

Tavakkoli, Mohammad, MD, MPH, MSc 
Clinical Assistant Professor of Psychiatry & Behavioral Sciences

Turtz, John Stuart, PhD
Instructor of Psychiatry and Behavioral Sciences

Yoon, Hiejin, MD
Instructor of Psychiatry and Behavioral Sciences

Youchah, Joan R., MD
Adjunct Assistant Professor of Psychiatry and Behavioral Sciences

Zinns, Rachel, MD
Assistant Professor of Psychiatry and Behavioral Sciences 

Application Requirements

 All applications must go through ERAS (Electronic Residency Application Service) www.aamc.org/eras. We encourage both allopathic and osteopathic graduates of U.S. medical schools as well as highly qualified international graduates to apply.

For all applicants:

  • USMLE Step 1, Step 2 CK & CS or COMLEX Level 1, Level 2 CE & PE are required.
  • High scores on these exams (minimum of 205 for USMLE, 480 for COMLEX), with each part taken only once are strongly preferred. Candidates with lower scores may be considered if the rest of their application is very strong, however, those with failures on more than one step will not be considered.
  • A personal statement explaining your interest in psychiatry is very important.  Please do not simply reiterate your accomplishments; let us know something about yourself that is not on the application.
  • Interviews begin in early November and applications should be submitted no later than December 15.
  • Interviews are conducted on Fridays, either 8:45-1:30, or 11:15-4:00.  Please see www.aamc.org/eras for information about the application process.

For International Medical Graduates:

  • American psychiatric experience (at least one month, more is preferred), with letters from American physicians, including at least one psychiatrist, is required. Equivalent experience will also be considered (e.g. UK, Canada, some other countries).
  • Research experience is desirable, but not required.
  • Recent graduation from medical school is also preferred.
  • Only J-1 visas are accepted for GME training.
  • Passing Step 3 is desirable.
  • ECFMG certification is required, but applicants may be interviewed if they have passed Step 1 and Step 2 CK & CS, but have not yet received their certification.
  • Fluency in written and spoken English is essential.
  • Our residency is approximately 50% each of international and US graduates.

Residency Contacts:


Alexander Lerman, MD

Residency Training Director
Vice Chairman for Education and Assistant Professor of Clinical Psychiatry
Behavioral Health Center, Room N-312
914.493.1863
Alexander.Lerman@WMCHealth.org



Patty Williamson 

Westchester Medical Center Residency Program Coordinator
Behavioral Health Center, N-314
Phone: 914.493.1939
Fax: 914.493.1015
Patty.Williamson@WMCHealth.org