Clinical teaching and supervision in postgraduate psychiatry training: the trainee perspective

Stephan, Alice; Cheung, Gary

doi:10.1177/1039856216679539

Cited by 12 publications

(19 citation statements)

References 28 publications

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“…16,17 However, there is a paucity of research on clinical supervisors and their supervisory practices. [18][19][20] This study will provide an insight into clinical teaching practice and preparedness of clinical supervisors, and way forward for their needful professional development. Hence, objective of this study is to assess the clinical supervisors' performance in the workplace as perceived by themselves and their trainees to determine their educational needs.…”

Section: Introductionmentioning

confidence: 99%

Clinical supervision: What do the supervisors and residents think?

Orakzai¹,

Sethi

Victor

et al. 2020

TPMJ

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Objectives: To assess the clinical supervisors’ performance in the workplace as perceived by themselves and their trainees to determine their educational needs. Study Design: Multisite Descriptive Cross-sectional. Setting: Department of Medicine, Surgery and Dentistry at Nine Public and Private Teaching Hospitals of Rawalpindi/Islamabad. Period: 1st March 2018 till 31st January 2019. Material & Methods: Data were collected from clinical supervisors and their trainees using modified Maastricht Clinical Teaching Questionnaire (mMCTQ) to assess clinical supervisors’ modelling, coaching, scaffolding, articulation, Reflection, exploration, and learning climate for trainees’ clinical practice. Descriptive and inferential statistics were calculated using SPSS v.23. Results: A total of 37 supervisors and 135 trainees participated in the study. The overall agreement was low on observing multiple trainee-patient encounters (Mean=3.64±1.17; 3.24±1.10), delivering effective feedback (Mean=3.89±0.91; 3.60±1.04), discussing rationale for trainees’ actions (Mean=3.92±0.69; 3.65±0.97) and consistently demonstrating clinical tasks (Mean=3.97±0.87; 3.46±0.79). The trainees significantly (p<0.05) differed from their supervisors’ perceptions in their supervisors’ abilities to help them become aware of the gaps in their knowledge and skills, ask and also encourage questions, and adjust teaching activities to reach the trainees level of experience. Conclusion: The study highlighted multiple issues with supervision regarding observation of trainee-patient encounters, deliver effective feedback, and demonstrate clinical tasks. The agreement of trainees on their supervisors’ educational abilities is lower than that of supervisors. There is a need for structured training with protected time for clinical supervision.

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Section: Introductionmentioning

confidence: 99%

Clinical supervision: What do the supervisors and residents think?

Orakzai¹,

Sethi

Victor

et al. 2020

TPMJ

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“…Psychiatry trainees often rely on direct clinical observation and supervision to develop their clinical skills. 5 For trainees, observing clinical interactions between staff psychiatrists and patients can be an important tool to understanding the complexities of the clinical psychiatric interaction. However, this has been limited or lost altogether during the pandemic, and it is currently unclear if virtual means of observation are as effective.…”

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confidence: 99%

“…Similarly, direct supervision of trainees by psychiatrists is also crucial to trainee development. 5 Trainees seek constructive feedback regarding their interview style, approach, and execution, as well as regarding clinical decision making and thought processes, that supervisor-led coaching and clinical articulation provide. 5 However, due to COVID-19, trainee supervision is either reduced, limited to virtual mediums, or with modified in-person settings, and the effectiveness of these changes is questionable.…”

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confidence: 99%

Challenges facing medical education in psychiatry during the COVID-19 pandemic

2020

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“…3 Given this lack of focus, it is not surprising that RANZCP trainees and supervisors experience difficulties in understanding what is expected of them in supervision. 5–8…”

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confidence: 99%

Gaming the system: using transactional analysis to explore dysfunctional processes in clinical supervision

Muller

Suetani

Cutbush

et al. 2019

Australas Psychiatry

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Objective: This paper discusses the ongoing relevance of concepts derived from transactional analysis to understanding the challenges that can emerge in clinical supervision under the Competency Based Fellowship Program. Conclusions: Defensive game playing has face validity as a framework for understanding dysfunctional processes in clinical supervision. Being aware of these concepts may aid trainees and supervisors in promoting effective clinical supervision practice.

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Clinical teaching and supervision in postgraduate psychiatry training: the trainee perspective

Abstract: A model was proposed to enhance awareness of the various factors involved in the feedback process.

Cited by 12 publications

References 28 publications

Clinical supervision: What do the supervisors and residents think?

Clinical supervision: What do the supervisors and residents think?

Challenges facing medical education in psychiatry during the COVID-19 pandemic

Gaming the system: using transactional analysis to explore dysfunctional processes in clinical supervision

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