Medical professionalism education for psychiatry trainees: does it meet standards?

Joiner, Adam; Husain, Nusrat; Duddu, Venu; Chaudhry, Imran B

doi:10.1177/1039856214563847

Cited by 4 publications

(2 citation statements)

References 5 publications

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“…9,24 Developing other important skills such as professionalism and leadership often requires role modelling and mentorship from senior colleagues. 26,27 Additionally, the physical lecture space also provides opportunities for peer support and networking between students.…”

Section: Challenges In Conveying the Art Of Psychiatry In An Online Fmentioning

confidence: 99%

Challenges and solutions when developing online interactive psychiatric education

Warren

Parker

Cabral

et al. 2020

Australas Psychiatry

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Objective: Undergraduate and postgraduate medical education providers are increasingly looking to online options for lecture delivery, training and resources. This trend has been encouraged by arguments of flexibility, accessibility and the ability to individualise content. A narrative review of the literature was completed, aiming to consider the opportunities and challenges associated with online psychiatric teaching. Additionally, initiatives to introduce online learning to complement traditional approaches in psychiatric education in the Australian context are discussed. On the basis of this review, a range of strategies are suggested to facilitate the effective implementation of online learning, maximise student engagement and enhance educational outcomes. Conclusion: The effective introduction of online learning in psychiatric training will be enhanced by paying attention to challenges related to content, format and those arising when attempting to convey the art of psychiatry.

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Section: Challenges In Conveying the Art Of Psychiatry In An Online Fmentioning

confidence: 99%

Challenges and solutions when developing online interactive psychiatric education

Warren

Parker

Cabral

et al. 2020

Australas Psychiatry

View full text Add to dashboard Cite

show abstract

“…Psychiatry trainees were evaluated in North-West England through an online survey for meeting standards of professionalism education. 8 Trainees considered professionalism education as important, yet standards of professionalism education were generally not met. They lacked formal teaching and educational opportunities, and 20% of supervisors were considered to be ‘not good’ role models.…”

Section: Introductionmentioning

confidence: 99%

The professionalism of psychiatry registrars as perceived by patients and various health practitioners at Weskoppies Psychiatric Hospital, Pretoria

Banda

Staden

2018

S. Afr. J. Psych.

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ObjectivesAmidst calls for improved professionalism, this study examined the professionalism of psychiatry registrars at Weskoppies Hospital as evaluated by their patients, themselves, their consultants and other health practitioners. The second objective was to examine the perceived importance of aspects of professionalism and compare these descriptively among the various health practitioners and patients.MethodParticipants completed the Professionalism Mini-Evaluation Exercise Questionnaire in evaluating the professionalism of the registrar. The number of questionnaires completed by patients, allied health practitioners, consultant psychiatrists and psychiatry registrars were, respectively, 100, 50, 25 and 20; thus, 195 in total. This previously validated questionnaire consists of 21 items that enquire about doctor-patient relationship skills, reflective skills, time management and interprofessional relationship skills. Participants also ranked the three items of the questionnaire that they considered most important.ResultsHighly statistically significant differences among four groups emerged for both the total and all four subscale scores, with patients generally rating the professionalism of registrars as lower, and not meeting with expectations. All four groups ranked ‘listened actively to patient’ and ‘showed interest in patient as person’ highly. Patients and allied health practitioners ranked the attribute ‘was on time’ highly, while consultants and registrars did not.ConclusionImproving professionalism requires that the attributes ‘listening actively to patient’ and ‘recognising and meeting patient needs’ are taken seriously. Doing so requires that patients also evaluate the professionalism of registrars, rather than relying merely on the evaluation by consultants as being sufficient.

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What influences postgraduate psychiatric trainees’ attitudes to clinical audit?

McWilliams¹,

Schofield

2017

Ir. j. psychol. Med.

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IntroductionClinical audit is an important component of safe and ethical practice but many clinicians cite barriers to engagement in audit.MethodologyA total of 81 basic specialist trainees in psychiatry were surveyed in terms of their basic demographic details and their knowledge, direct experience and attitudes in relation to clinical audit.ResultsAmong the 49 (60.5%) who responded, 57.1% had received formal training in audit, but only 20.4% had received more than four hours of training in their whole career. The median positivity score was 30 out of a possible 54 (range 12–40), suggesting that participating trainees were barely more than ‘undecided’ overall when it comes to positive attitudes to clinical audit. Age, nationality and specific training did not predict attitudes to clinical audit. Gender, years of clinical experience and direct experience of clinical audit did not significantly predict attitudes to clinical audit, but these findings are at odds with some previous research.DiscussionMuch work is needed in improving postgraduate trainees’ attitudes to clinical audit, given that clinical audit is essential for good medical practice. Ours is an initial study of this area of training limited by sample size and the narrowness of the group tested. Further study of other specialities, higher trainees and consultant trainers would further enhance our understanding.

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Medical professionalism education for psychiatry trainees: does it meet standards?

Cited by 4 publications

References 5 publications

Challenges and solutions when developing online interactive psychiatric education

Challenges and solutions when developing online interactive psychiatric education

The professionalism of psychiatry registrars as perceived by patients and various health practitioners at Weskoppies Psychiatric Hospital, Pretoria

What influences postgraduate psychiatric trainees’ attitudes to clinical audit?

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