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Abstract

Objective

To examine psychiatric trainees teaching of supported decision-making (SDM).

Method

New Zealand psychiatric trainees were surveyed about teaching regarding SDM using a novel tool. The analysis strategy examined the latent structure of the questionnaire and correlates of teaching in these areas.

Results

Forty nine trainees participated. Questions related to support from others and consistency of engagement were most highly endorsed while the concept of experiential learning was most poorly endorsed. Three latent factors were identified: ‘enabling personhood’, ‘decision autonomy’ and ‘experiential learning’. Only gender correlated with the total summed score of the questionnaire, and two latent factors.

Conclusions

Teaching about SDM occurs to some degree throughout New Zealand. The questionnaire captures the experience of learning in this area with a three-factor structure; enabling personhood, enhancing decisional autonomy and experiential learning.

Keywords

Supported decision-making capacity medical teaching convention on the rights of persons with disability postgraduate psychiatry training

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Supported Decision making teaching in New Zealand postgraduate psychiatry trainees