Sage Journals: Discover world-class research

Abstract

Objective:

The aim of this study was to explore psychiatrists’ perspectives on how clinical teaching and supervision can be improved in postgraduate psychiatric training.

Method:

All New Zealand members of the Royal Australian and New Zealand College of Psychiatrists (fellows: n=367; affiliates: n=167) were invited to participate in an online survey that collected responses to two open-ended questions. The responses were then analysed qualitatively.

Results:

A total of 27% psychiatrists responded. Two major themes emerged: supervisor competencies and the workplace educational environment, with subthemes of supervisor training, feedback and culture change.

Conclusions:

Suggestions to improve clinical teaching and supervision included defining supervisor teaching competencies, instituting evidence-based faculty development, a feedback structure and strengthening leadership support for workplace-based education.

Keywords

postgraduate training psychiatry teaching competence educational environment faculty development

Get full access to this article

View all access options for this article.

References

MacDonald

Clinical supervision: a review of underlying concepts and developments. Aust N Z J Psychiatry 2002; 36: 92–98.

MacDonald

Ellis

Supervision in psychiatry: terra incognita?

Curr Opin Psychiatry 2012; 25: 322–326.

MacDonald

Ellis

The low pass rate in the RANZCP clinical examinations: is the exam the problem?

Aust N Z J Psychiatry 2011; 45: 569–577.

Grant

Kilminster

Jolly

et al . Clinical supervision of SpRs: where does it happen, when does it happen and is it effective? Specialist registrars. Med Educ 2003; 37: 140–148.

Stephan

Cheung

Clinical teaching and supervision in postgraduate psychiatry training: the trainee perspective. Australas Psychiatry 2016; 25: 191–197.

Braun

Clarke

Using thematic analysis in psychology. Qual Res Psychol 2006; 3: 77–101.

Steinert

Staff development for clinical teachers. Clin Teach 2005; 2: 104–110.

Wilkerson

Irby

DM.

Strategies for improving teaching practices: a comprehensive approach to faculty development. Acad Med 1998; 73: 387–396.

Schofield

Bradley

Macrae

et al . How we encourage faculty development. Med Teach 2010; 32: 883–886.

10.

Steinert

Mann

KV.

Faculty development: principles and practices. J Vet Med Educ 2006; 33: 317–324.

11.

Milne

James

The observed impact of training on competence in clinical supervision. Br J Clin Psychol 2002; 41: 55–72.

12.

Bligh

Faculty development. Med Educ 2005; 39: 120–121.

13.

Swanwick

See one, do one, then what? Faculty development in postgraduate medical education. Postgrad Med J 2008; 84: 339–343.

14.

Steinert

Mann

Centeno

et al . A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach 2006; 28: 497–526.

15.

Fluit

Bolhuis

Klaassen

et al . Residents provide feedback to their clinical teachers: reflection through dialogue. Med Teach 2013; 35: e1485–e1492.

16.

Finn

Chiappa

Puig

et al . How to become a better clinical teacher: a collaborative peer observation process. Med Teach 2011; 33: 151–155.

17.

MacDougall

Drummond

MJ.

The development of medical teachers: an enquiry into the learning histories of 10 experienced medical teachers. Med Educ 2005; 39: 1213–1220.

18.

Chur-Hansen

Steve

McLean

. Supervisors’ views about their trainees and supervision. Australas Psychiatry 2007; 15: 273–275.

19.

Srinivasan

Meyers

et al . ‘Teaching as a competency’: competencies for medical educators. Acad Med 2011; 86: 1211–1220.

20.

Spencer

Learning and teaching in the clinical environment. BMJ 2003; 326: 591.

21.

Nulty

The adequacy of response rates to online and paper surveys. Assess Eval High Educ 2008; 33: 301–314.

Supervision: ‘a random bag of arrangements’? Perspectives from psychiatrists on how to improve clinical teaching

Abstract

Objective:

Method:

Results:

Conclusions:

Keywords

Get full access to this article

References