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The training, recruitment, and retention of staff for public mental health systems continue to be problematic at the state and local levels. Academic training programs offer a valuable resource to address these workforce requirements. One model of maintaining a publicacademic collaboration is the “linchpin” person who works in both academic and service or administrative institutions and can assist in finding solutions to these problems.

State hospitals provide essential services to many of society's most ill and needy individuals. As the next century approaches, state hospitals can best fulfil their missions by developing as high-quality neuropsychiatric/rehabilitation institutes, as opposed to custodial care centers. Highly skilled professionals whose education has included the special knowledge and skill pertinent to state hospitals are central to this development. Although “training units” in state hospitals have existed in many locales, a specific curriculum is often lacking. This article describes the curriculum for psychiatric residents who rotate through the Professional Education Unit at Dammasch State Hospital, as part of the Oregon Public Psychiatry Training Program. The curriculum is described by exploration of the individual learning contract, known as the “Educational Plan,” which guides each resident's work.

Training has been a longstanding and fruitful area of collaboration between the public and academic sectors. Graduate medical education for psychiatry residents is one example. This paper reviews the history of Oregon's public psychiatry training program and highlights factors contributing to its success.

The “linchpin” model of collaboration between state mental health agencies and university training programs has been developed in two states. This paper describes the model, pointing out both strengths and weaknesses. Recommendations for institutions seeking this type of collaboration and persons who are in the collaborative role are provided.