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Mission and Goals


Psychiatry Residency Spokane (PRS) and Child and Adolescent Psychiatry Fellowship Spokane (CAPFS) core purpose is to train residents and fellows as clinician educators, with a deep commitment to the poor and vulnerable.

PRS / CAPFS is committed to meeting the specific needs of our local and regional communities, designed to address the social and healthcare disparities that exist in Eastern Washington and across the five state region of Washington, Wyoming, Alaska, Montana and Idaho (WWAMI).

Our training programs rotation structure is intentional and developmentally focused. We utilize a wide variety of community clinical settings to prepare residents for success in whatever career they pursue, be that as a generalist or in fellowship training; a career in academics or in private practice; as a hospitalist or ambulatory psychiatrist, in institutional settings or in profit based models or care.

We are committed to quality and innovation. Quality improvement is at the heart of the work we do, both in program development, and in faculty and resident performance improvement.

We are committed to evidence based, balanced training – we believe that psychiatrists cannot perform at their full potential without being excellent at both psychotherapy, medication treatments, social interventions, and in established emerging interventional therapies including ECT and TMS.

We prepare residents and fellows to work in changing healthcare models – expertise areas include population based care in high fidelity collaborative care in urban and rural communities, rural Telepsychiatry, medication assisted substance use disorder treatment and digital therapies.

Program Goals

Commitment to the poor and vulnerable:

  • Graduate residents who consistently demonstrate advocacy for vulnerable populations at individual and group level
  • Demonstrate accountability to the profession in working to reduce social and healthcare disparities in our community.
  • Demonstrate resident and faculty participation in local or regional professional communities.

Focus on development as a clinician educator:

  • Graduate residents who pursue clinician focused jobs, with teaching components, to educate patients, other providers, and the broader community and who are committed to the pursuit of lifelong learning.
  • Graduate residents who recognize and assume the role of a teacher as inherent to the job of being a physician, whether that be in work with patients, or medical or interprofessional learners.
  • Graduate residents who educate the broader community by disseminating their knowledge, skills and attitudes at workshops, posters, publications, committee, and through legislative advocacy/work.
  • Graduate residents that take jobs in the settings in which they train, and develop new community based programs to address the specific needs of our populations.
  • Successfully match residents into fellowship training of their choosing.
  • Graduate residents who are competent in managing a diverse set of clinical populations.

Attention to the needs of our local and regional communities:

  • Graduate residents that ideally remain in our region, or go and work in other underserved settings.

Focus on population based care:

  • Train residents in the rationale for, and practice of population based care, with an emphasis in collaborative care as a clinical practice that embodies this as one of its core principles.
  • Graduate residents who can disseminate this model of care to new practice sites.


  • Develop psychiatrists that consider formal practice based quality improvement critical to driving excellence in patient care, provider practice, and program optimization.
  • Develop psychiatrists who have an attitude of humility and accountability, actively monitoring their own quality though outcome based tools
  • Graduate residents who consider performance improvement as necessary to lifelong learning and accountability to patents and our communities.


  • Graduate residents who are able to work and develop collaborative care programs
  • Graduate residents who lead interprofessional, interdisciplinary consultation teams
  • Graduate residents committed to leveraging psychiatric specialty care in a population based approach to deliver care to the most people we can
  • Graduate residents who consider program development as vital to addressing the needs of local/regional services

Evidence based training

  • Graduate residents that competently utilize evidence based care principles in patient care

Balanced training

  • Recruit residents and faculty who see psychotherapy as inherent to the job of being a psychiatrist, who can think outside the box in terms of what would most help the patient, and enjoy working in teams.
  • Graduate residents who provide treatment that includes robust psychotherapy, outcome based care, and social interventions and treatment.
  • Graduate residents competent at working in and leading teams, and see team based care as critical to stewardship of healthcare resources, and to good patient outcomes.

Preparation for emerging healthcare models

  • Train residents for practice models of the future
  • Graduate residents who pursue work in emerging healthcare paradigms.
  • Graduate residents who are good stewards of our healthcare resources, by practicing cost effective, high value clinical care and are able to grapple with the challenges in inherent in considering both the best interests of the patent as well as the actual availability of resources.