Hunter New England Training (HNET): How to Effect Culture Change in a Psychiatry Medical Workforce

Cohen, Martin; Llewellyn, Anthony; Ditton-Phare, Philippa; Sandhu, Harsimrat; Vamos, Marina

doi:10.3109/10398562.2011.603332

Cited by 11 publications

(11 citation statements)

References 16 publications

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“…Taken together, these findings support the recent recommendations from several training, education, and workforce groups (e.g., RANZCP; Psychiatry State Training Council of HETI; Hunter New England Training) for greater focus on the quality of the prevocational psychiatry term (Cohen et al 2011, RANZCP Victorian Branch 2011. Findings from junior doctor terms in other areas are similar (Brennan, Corrigan, Allard, Archer, Barnes, Bleakley, Collett and De Bere 2010, Martin, Laurence, Black and Mugford 2007, Prince, Van De Wiel, Van Der Vleuten, Boshuizen and Scherpbier 2004, Thistlethwaite, Kidd, Leeder, Shaw and Corcoran 2008, Watmough, Taylor and Ryland 2007, and may therefore be relevant across all disciplines.…”

Section: Discussionsupporting

confidence: 80%

Accentuate the positives, but don’t necessarily eliminate the negatives: A cross-sectional survey of junior doctor psychiatry terms

Nash¹,

Karageorge²,

Llewellyn³

et al. 2016

MedEdPublish

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Objective: To determine the experience of prevocational junior doctors during psychiatry terms in New South Wales, Australia, and the impact on career intention and perception of psychiatry. Method: A cross-sectional mixed-methods survey was sent to 197 prevocational junior doctors (PGY1-PGY2+) undertaking a psychiatry or drug and alcohol term across New South Wales in 2015-2016, and referred here as psychiatry terms. Results: Seventy-seven junior doctors (39% response rate) participated. The psychiatry term was rated as a positive experience by 82% (n=63), with several key influences identified. The proportion of respondents interested in a psychiatry career increased by 19%, pre-term to post-term (p=0.004). Qualitative data point to improved perceptions of psychiatry post-term due to improved mental health literacy, applicability of skills across vocations, and psychiatrist role models. Challenging clinical situations were considered positive influences if managed effectively by senior staff. Poorer perceptions of psychiatry post-term were rare. Conclusions: Our findings suggest that both career intention and overall perceptions of psychiatry are influenced by factors specific to the junior doctor role (as opposed to medical student). In addition, exposure to effective management and good supervision of challenging situations has a positive influence on some junior doctors.

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Section: Discussionsupporting

confidence: 80%

Accentuate the positives, but don’t necessarily eliminate the negatives: A cross-sectional survey of junior doctor psychiatry terms

Nash¹,

Karageorge²,

Llewellyn³

et al. 2016

MedEdPublish

Self Cite

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“…It has to be stressed that the availability of funding for independent research together with the option to publish one's own research results are the strongest predictors of the future engagement in research activities (Ross et al, 2009). High quality education programs and integrative clinical and research placements, together with the strategic development of the workforce, have been found to reduce staff turnover and to create a culture where learning and supervision are highly valued and contribute to the personal development of students (Cohen et al, 2011, Martimianakis et al, 2009). Such programs not only provide technical details for research but also encourage mentoring and create networks of social support (Yager et al, 2007).…”

Section: Opportunities For Funding and Integration In To Clinical Pramentioning

confidence: 99%

Barriers and facilitators to conducting research by early career psychiatrists: a literature review

et al. 2019

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ObjectivesTo understand and identify factors that promote and prevent research participation among early career psychiatrists (ECPs), in order to understand what would encourage more ECPs to pursue a research career.MethodsWe conducted an electronic search of databases (PubMed and the Cochrane library) using the keywords ‘doctors’, ‘trainees’, ‘residents’, ‘physicians’ and ‘psychiatric trainees’ as well as ‘research’ (MeSH) and ‘publishing’ (MeSH). This search was complemented by a secondary hand search.ResultsWe identified 524 articles, of which 16 fulfilled inclusion criteria for this review. The main barriers included lack of dedicated time for research, lack of mentoring and lack of funding. The main facilitators were opportunities to receive mentorship and access to research funding.ConclusionsAction is needed to counteract the lack of ECPs interested in a career in research. Specific programs encouraging ECPs to pursue research careers and having access to mentors could help increase the current numbers of researching clinicians in the field.

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“…Clinical placements are fundamental to high quality education programmes, which, themselves, are central to the development of superior systems in health care (Cohen, Llewellyn, Ditton-Phare, Sandhu, & Vamos, 2011). Quality clinical placements can have multiple benefits for students and organisations, including reducing staff turnover rates, stabilising healthcare workforces, and creating cultures in which learning and supervision are highly valued.…”

Section: Introductionmentioning

confidence: 99%

Clinical Placements in Mental Health: A Literature Review

Happell

Gaskin

Byrne

et al. 2014

Issues in Mental Health Nursing

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Gaining experience in clinical mental health settings is central to the education of health practitioners. To facilitate the ongoing development of knowledge and practice in this area, we performed a review of the literature on clinical placements in mental health settings. Searches in Academic Search Complete, CINAHL, Medline and PsycINFO databases returned 244 records, of which 36 met the selection criteria for this review. Five additional papers were obtained through scanning the reference lists of those papers included from the initial search. The evidence suggests that clinical placements may have multiple benefits (e.g. improving students' skills, knowledge, attitudes towards people with mental health issues and confidence, as well as reducing their fears and anxieties about working in mental health). The location and structure of placements may affect outcomes, with mental health placements in non-mental health settings appearing to have minimal impact on key outcomes. The availability of clinical placements in mental health settings varies considerably among education providers, with some students completing their training without undertaking such structured clinical experiences. Students have generally reported that their placements in mental health settings have been positive and valuable experiences, but have raised concerns about the amount of support they received from education providers and healthcare staff. Several strategies have been shown to enhance clinical placement experiences (e.g. providing students with adequate preparation in the classroom, implementing learning contracts and providing clinical supervision). Educators and healthcare staff need to work together for the betterment of student learning and the healthcare professions.

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Hunter New England Training (HNET): How to Effect Culture Change in a Psychiatry Medical Workforce

Cited by 11 publications

References 16 publications

Accentuate the positives, but don’t necessarily eliminate the negatives: A cross-sectional survey of junior doctor psychiatry terms

Accentuate the positives, but don’t necessarily eliminate the negatives: A cross-sectional survey of junior doctor psychiatry terms

Barriers and facilitators to conducting research by early career psychiatrists: a literature review

Clinical Placements in Mental Health: A Literature Review

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