The heart of NYU Wagner's programs is our faculty. An amalgam of full-time, clinical/research/visiting, and adjunct professors, they are outstanding teachers, expert researchers and committed practitioners.
The heart of NYU Wagner's programs is our faculty. An amalgam of full-time, clinical/research/visiting, and adjunct professors, they are outstanding teachers, expert researchers and committed practitioners.
The Robert F. Wagner Graduate School of Public Service is home to research and policy centers, institutes, and initiatives that focus on solving urban problems and strengthening public policy and public service nationally and around the world.
Ranked #6 in Public Affairs by U.S. News & World Report, the Robert F. Wagner Graduate School of Public Service educates the future leaders of public, nonprofit, healthcare and private sector organizations addressing the world's critical issues.
Students arrive at NYU with the desire to serve the public. They leave with the skills and experience to bring about change. Combining coursework in management, finance and policy with cutting-edge research and work experience in urban communities, the NYU Wagner education will enable you to transform your personal commitment into public leadership.
Whether in their first or last semester, students at NYU Wagner have many resources to help them navigate their way to graduation.
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Welcome to the Wagner Alumni WebPages, where you can find information about resources for alumni from the school, join the Wagner Alumni Listserv and much more.
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| Date | Publication/Paper |
|---|---|
| 2006 | Yedidia, M.J., Gillespie, C.C. & Berstein, C.A. 2006. Training Psychiatrists for Public Sector Care: A Survey of Residency Directors on Current Priorities and Preparation. Psychiatric Services. 57:238-243, February.
OBJECTIVE: This study assessed how resident psychiatrists are being prepared to deliver effective public-sector care. METHODS: Ten leaders in psychiatric education and practice were interviewed about which tasks they consider to be essential for effective public-sector care. The leaders identified 16 tasks. Directors of all general psychiatry residency programs in the United States were then surveyed to determine how they rate the importance of these tasks for delivery of care and how their training program prepares residents to perform each task. RESULTS: A total of 114 of 150 residency directors (76 percent) responded to the survey. Factor analysis divided 14 of the tasks into three categories characterized by the extent to which their performance requires integration of services: within the mental health system (for example, lead a multidisciplinary team), across social service systems (for example, interact with staff of supportive housing programs), and across institutions with different missions (for example, distinguish behavioral problems from underlying psychiatric disorders among prisoners). Preparation for tasks that involved integration of services across institutions was rated as least important, was least likely to be required, and was covered by less intensive teaching modalities. Tasks entailing integration within the mental health system were rated as most important, preparation was most likely to be required, and they were covered most intensively. Midway between these two categories, but significantly different from each, were tasks relying on integration across social service systems. CONCLUSIONS: Tasks that involved integrating services across institutions with different missions were consistently downplayed in training. Yet the importance of such tasks is underscored by the assessments of the psychiatric leaders who were interviewed, the high valuation placed on this type of integration by a substantial subset of training directors, and the extent of mental illness among populations who are institutionalized in nonpsychiatric settings. |
| 2003 | Yedidia, M.J., Gillespie, C.C., Kachur, E., Schwartz, M.D., Ockene, J., Chepaitis, A.E…. & Lipkin, M. 2003. Effect of Communications Training on Medical Student Performance. Journal of the American Medical Association, 290 , pp. 1157-1165. [and editorial comment, pp. 1210-1212.].
Although physicians' communication skills have been found to be related to clinical outcomes and patient satisfaction, teaching of communication skills has not been fully integrated into many medical school curricula or adequately evaluated with large-scale controlled trials. This study concluded that communications curricula using an established educational model significantly improved third-year students' overall communications competence as well as their skills in relationship building, organization and time management, patient assessment, and negotiation and shared decision making-tasks that are important to positive patient outcomes. |
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