Development of foundation year 1 psychiatry posts: implications
                        for practice

Steele, Rachel; Beattie, Sharon

doi:10.1192/apt.bp.112.010678

Cited by 3 publications

(3 citation statements)

References 53 publications

(69 reference statements)

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“…This finding also supports some of the central tenets of placement design advocated during the drive for the creation of foundation psychiatric posts. 14 An important finding that informs foundation post design was the frustration expressed by trainees when being required to undertake immediate physical health tasks in caring for inpatients perhaps at the expense of opportunities in community psychiatry, turning them away from psychiatry. Community facing elements to inpatient posts appear, therefore, not only important for experiential learning but also in terms of making career decisions.…”

Section: Discussionmentioning

confidence: 99%

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Foundation trainees and changes in career intentions

Joiner¹,

Mahmood

Dearman

et al. 2017

Australas Psychiatry

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Section: Discussionmentioning

confidence: 99%

“…This finding also supports some of the central tenets of placement design advocated during the drive for the creation of foundation psychiatric posts. 14…”

Section: Discussionmentioning

confidence: 99%

Foundation trainees and changes in career intentions

Joiner¹,

Mahmood

Dearman

et al. 2017

Australas Psychiatry

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“…From the outset, clinical supervisors should agree with the foundation doctor the times of these meetings and the consultant or higher trainee who will conduct the meetings in the clinical supervisor's absence. This is particularly important in the first year of the Foundation Programme, as it helps to support doctors in the often difficult student-to-doctor transition (Steele 2013).…”

Section: How Can Supervisors Ensure That Their Posts Are Of High Qualmentioning

confidence: 99%

Psychiatry in the Foundation Programme: An overview for supervisors

Perry¹,

Ryland²,

Thoms³

et al. 2017

BJPsych advances

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SummaryHealth Education England's 2014 reportBroadening the Foundation Programmehas led to a rapid increase in the number of psychiatry placements for foundation doctors. This will have implications for existing psychiatrists in that they will start to teach, train and supervise foundation doctors. This article outlines how to develop high-quality foundation posts and how to support doctors in meeting the foundation curriculum competencies, which include experience of working in multidisciplinary teams and developing communication skills. The knowledge and skills gained in psychiatry placements will be valuable to all doctors, no matter what their future career intentions.Learning Objectives• Describe the recent changes to the Foundation Programme in psychiatry and how they will affect supervisors• Learn how high-quality placements for foundation doctors can be developed• Recognise how foundation doctors can be supported to achieve the generic and mental health-specific competencies of the foundation curriculum in psychiatry placements

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General Practitioner (GP) trainees’ experience of a ‘1-h protected supervision model’ given during psychiatry placements in the United Kingdom

Thomas

McNeill

2018

Education for Primary Care

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To explore the experiences of the '1-hour protected supervision model' for GP trainees in psychiatry placements in the UK. Methods Using a mixed methods approach, an anonymous online questionnaire was sent to GP trainees in the North West of England who had completed a placement in Psychiatry between February and August 2015. Results Discussing clinical cases whilst using the e-portfolio was the most useful learning event in this model. Patient care can potentially improve if a positive relationship develops between trainee/supervisor, which is impacted by the knowledge of this model at the start of the placement. Trainees found that clinical pressures were impacting on the occurrence of supervision. Conclusion The model works best when both GP trainees and their supervisors understand the model. The most frequently used and educationally beneficial aspect for GP trainees in psychiatry is the exploration of clinical cases using the learning portfolio as an educational tool. For effective delivery of this model of supervision, organisations must reflect on the balance between service delivery and allowing the supervisor and trainee adequate time for it to occur.

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Development of foundation year 1 psychiatry posts: implications for practice

Cited by 3 publications

References 53 publications

Foundation trainees and changes in career intentions

Foundation trainees and changes in career intentions

Psychiatry in the Foundation Programme: An overview for supervisors

General Practitioner (GP) trainees’ experience of a ‘1-h protected supervision model’ given during psychiatry placements in the United Kingdom

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