RESUMEN
OBJECTIVE: Supervision is fundamental to the trainee experience in psychiatry, but few researchers have considered this in a systematic way. In this paper, we explore trainees' perceptions of the supervisor-trainee relationship and the supervision process. This is the first of two papers, with the second focussing on supervisors' perceptions of supervision and trainees. METHOD: Fifteen trainees were interviewed and the resultant data subjected to qualitative analysis. RESULTS: Trainees described the characteristics of a 'good' supervisor, as well as what they considered to be evident in a 'poor' supervisor. CONCLUSIONS: The results of this study would be useful in designing training programs for both experienced and novice supervisors. Future research is needed to evaluate the efficacy of such training programs, as currently very little investigation into postgraduate clinical supervision has been undertaken.
Asunto(s)
Actitud del Personal de Salud , Internado y Residencia , Mentores/psicología , Psiquiatría/educación , Competencia Clínica , Humanos , Relaciones Interprofesionales , Entrevista Psicológica , Australia del SurRESUMEN
OBJECTIVES: Supervision is central to psychiatry training, yet it has been poorly defined and has attracted little research attention. In this study we explore supervisors' perceptions of their role. This paper is the second of two, with the first exploring trainees' perceptions of supervisors and supervision. METHODS: Using qualitative methods, 21 supervisors were interviewed, and the data subjected to thematic analysis. RESULTS: Participants identified a number of aspects characteristic of the role of supervisor. There was some confusion, however, about the role, and some disparity between supervisors around what can be reasonably expected by a trainee in supervision. CONCLUSIONS: Supervisors need a clear definition of their role and responsibilities, and should be monitored and mentored. This is particularly important, given the central role that supervisors are expected to perform at college level.
Asunto(s)
Actitud del Personal de Salud , Mentores/psicología , Psiquiatría/educación , Competencia Clínica , Curriculum , Humanos , Relaciones Interprofesionales , Rol del Médico/psicología , Australia del SurRESUMEN
OBJECTIVE: To describe a course for trainee psychiatrists, designed to encourage critical thinking within an interdisciplinary framework. Trainees' responses to the course, and the implications of these for teaching, learning and clinical practice, are considered. METHOD: Trainees were interviewed, and their responses subjected to content analysis. RESULTS: To some extent, the course appears to have met its objectives. However, some trainees found parts of the course content threatening, and reported negative perceptions of teaching staff and the process of critical appraisal. CONCLUSIONS: Challenging taken for granted beliefs in psychiatry is a fundamental skill, which should be fostered in trainee psychiatrists if the profession is to move forwards as an intellectual and clinical discipline. The lessons learned from the course we describe may be useful to others who wish to pursue integrated, interdisciplinary teaching methods.