From foundations to frontiers: the status and perception of formulation teaching in Canadian English-speaking psychiatry residency programs

Abstract

SummaryAim of the study: Formulation is considered a key competence that should be taught during psychiatry training in residency. The scientific literature indicates shortcomings in teaching this clinical skill such as a lack of standardization and clear guidelines. The main objective of this research was to examine psychiatry residents' perception regarding teaching of formulation in Canadian psychiatry residency programs. Subject or material and methods: Results:Overall, results of this survey indicated that residents did not feel very competent in their formulation skills, although they felt this was an important ability. Residents mostly learn it through individual supervision or through mentoring with a senior resident. Discussion:Residents suggested a more structured approach in teaching formulation, as well as adding a small group format or workshops.Conclusions:This research could provide guidance to educators in developing new curricula in the context of the upcoming transition to the competence-based framework by the Royal College of Physicians and Surgeons of Canada.

“Formulation wars”: a novel formulation curriculum for residents and faculty

“…Sensing these challenges, our group [9] initiated a survey on resident attitudes and experiences with formulation teaching and learning. Over 600 residents in English Canadian training programs were sent a questionnaire which asked about perceived strengths, weaknesses and ongoing challenges in learning formulation in their training programs.…”