There's a lot of really good advice and info in this thread already, but I'll add my thoughts since I take a fairly structured approach. Long post ahead, you've been warned, lol.
One of the first things I always do with the students is to ask if they have a specific area of interest and ensure them that not wanting to do psych is nbd. I try and cater the focus of our clinical discussions towards their interests when I can. They like ob/gyn? We're going to talk about side effects and risks of various medications and identification of peripartum conditions and treatment. Interested in anesthesia? We'll talk about CNS effects of our meds and interactions with commonly used anesthetics (and throw in ECT if they're interested). I've found the students engage a lot more and appreciate it when you give them things they feel will be relevant going forward.
For actual teaching, I break things down into 2 overarching categories: material and information relevant for the shelf, and clinically useful information. Some examples: on the shelf the number one risk factor for suicide attempts is past attempts, which is obviously important but not always the most telling (borderline patients with many minor "attempts" are less concerning than MDD with 2 major attempts that landed them in the ICU). However, on PRITE/ABPN the correct answer is going to be sleep deficits which students tend to not think about as much but IMO is hugely important for any field. Another is that for the shelf, agranulocytosis is the magic high-yield word for clozapine, but irl my biggest concern and leading cause of death from clozapine is constipation and the risk of SBO, which is relevant for anyone seeing any patients on a medical floor. It's probably my favorite pimp question that no med student or intern has ever gotten correct and is usually shocking to them.
For the clinical side, I expect everyone to have a basic grasp of the most common conditions and treatment. If a student finishes my rotation and can't identify MDD or GAD and doesn't know the first 2-3 treatment steps in the basic algorithm, I've failed as a teacher. If they can manage mood stabilizers or antipsychotics then great, but those are lower priority IMO. I think everyone should be able to identify alcohol withdrawal and how to test for Wernicke's since they can be so easy to identify with a little attention and make a massive difference in treatment. Another major thing that I try and emphasize, especially on consults, is being able to identify delirium and being able to initiate treatment for agitation. These are things we're often consulted for that the primary team should be able to identify and treat at least at the basic level. Capacity is another one that is woefully minimized in teaching and it sometimes blows my mind how clueless residents or even attendings can be, even with simple cases. Finally, something that I make sure is etched into everyone's brain is my biggest pet peeve: if you're going to consult us make sure we know why we're seeing the patient. There is no faster way to get on my bad side than to write a consultation that just says "capacity" or "suicidal". That is meaningless to me. It takes all of 10 seconds to write a sentence and can save me an hour of trying to track the consultee down to figure out what they actually want, and one-word consults are the quickest way for them to get on my s*** list.
For their shelf studies, I further break things down into 2 (or 3) categories: diagnoses and psychopharm/treatment (and everything else, which isn't much for the shelf):
As mentioned above, for diagnoses I want them to know the basic criteria for the major disorders like MDD, GAD, mania, schizophrenia, etc and emphasize timelines heavily. The shelf loooooooves testing timelines and throwing curveballs with them, so I always do a little pimp session on these. The other thing I mention is differentiating between similar conditions. What's the difference between avoidant PD and schizoid? OCD and OCPD? Bipolar vs. BPD? Things that seem pretty obvious to us that M3s may not have gone over much.
For the psychopharm/treatment side, I agree with some things mentioned above. They don't need to know everything about every med, but they should be able to identify what class the med belongs to. They should know what class is used for what condition (major indications) and the major side effects and concerns of each class. For individual meds, I like them to know if there is something that makes them unique compared to others in the class or in general (fluoxetine's long half-life, ziprasidone's QTc effects, lithium and clozapine specifically for SI, etc) as well as if a certain med or treatment is a gold-standard med, I specifically discuss clozapine and mention clomipramine for OCD. I do quick reviews of the meds that aren't in a true common class as well, bupropion, mirtazapine, and lithium are the big ones I hit for their shelf.
For the "everything else", I go over substance intoxication and withdrawal and "antidotes" if they have them. I focus on alcohol withdrawal here as well as basic treatment since it's highly relevant for shelf and irl. I briefly discuss the sleep cycle (BATS Drink Blood) and specifically sleep spindles and K complexes in stage 2 (almost guaranteed to be on the shelf). I tell them to do a brief read-through of coping mechanisms in FA and also discuss the specific indications for involuntary admission (SI/HI d/t mental illness and severe inability to care for self).
In terms of "lectures" or didactics, I have one or two that I almost always give. I like to sit down for 15-20 minutes and really hammer home everything with EPS, the 4 main dopamine tracts involved, when to look for each side effect, what it actually looks like, and the treatments for them. This is probably the highest yield lecture you can give in <30 minutes as there are always at least 3-4 questions on EPS and I actually remember having 8 or 9 on my shelf. It's just easy points for them if they know it and I often have students comment on this specific lecture in their evals of me. I also like to have a discussion about capacity, including the Appelbaum criteria, what is actually being evaluated (capacity to leave AMA, refuse a specific treatment, refuse a dispo plan, etc), and its fluctuating nature. If I have time, I like to do a short discussion about guidelines for insomnia treatment, as I've found that even most attendings don't have a good knowledge of these. I may also do a lecture or friendly pimp session on subjects they're interested in depending on the time available.
I sometimes use a whiteboard, but I've never used a formal powerpoint or slide on a rotation. If we're not doing something that's interactive, they can do that on their own and there's no point in me keeping them there just for that.
Uworld is always the king, but every student in the country should know that.
I could not disagree more with this point for psychiatry. I found it to be mediocre at best for psych and much less useful than for pretty much every other subject. I've been told by numerous people that Lange Q&A is the best resource for questions, but I've never used it myself.
I always tell my students that there are about 7-8 high yield chapters in FA that if they know then they will have a strong foundation for the diagnostic side of their shelf. In addition to that, I think Case Files is very useful for psych (and ob/gyn) as it hits pretty much everything that's high-yield for the shelf and clinically and nicely lays out treatment considerations in those cases. Plus it is mostly just case vignettes so IMO much more enjoyable to study than just pounding through anki or Qbanks. Probably my favorite psych resource for the shelf. Some students like OME, but I can't comment as when I had my psych shelf there was info in it that was flat out incorrect. Apparently, it was significantly updated but idk how good it is now.
100% agree with your second paragraph though, everything you mention is spot-on IMO.
