Objective <p>Development, implementation, and outcomes are described for the Psychiatry Research Methods and Scholarship (PReMS) curriculum targeting research literacy and scholarship during second year post graduate (PGY-2) residency training.</p> Methods <p>PReMS development at the University of Colorado Department of Psychiatry (UC-DOP) incorporated expertise from residency leadership, pedagogy, and biostatistics and was fine-tuned during 5 years of implementation. Content addressed Accreditation Council for Graduate Medical Education core competencies in research literacy and scholarship. Faculty-authored publications from UC-DOP highlighted research aspects including different study designs, methods, populations, sources of bias, and statistical analyses. Residents chose a paper and led its discussion; lecture materials supported the concepts addressed. Faculty authors were invited to sessions when their papers were presented to meet residents, answer questions, and stimulate discussion. The course director developed an assessment for administration before and after PReMS.</p> Results <p>Across five resident cohorts (<i>n</i> = 66), an increasing number and proportion of invited faculty authors attended sessions discussing their papers (93% overall). After PReMS, residents’ research literacy scores improved significantly (<i>p</i> &lt; 0.0001) by 17% on average after accounting for cohort; ratings of the importance of research to psychiatrists were unchanged.</p> Conclusions <p>Preliminary results suggest PReMS is an effective curriculum to improve research literacy in residency and thereby advance proficiency in critical evaluation of the medical literature, a crucial skill for all physicians to become life-long learners. PReMS innovatively uses resident-led discussions of faculty-authored publications to make pedantic methodological material more interesting and to provide exposure to the implementing program’s researchers, potentially enhancing scholarship mentoring opportunities.</p>