The future of psychiatric education

Hariman, Keith; Urquizú, José Eduardo López; Costa, Mariana Pinto da

doi:10.1080/09540261.2019.1648242

Cited by 8 publications

(6 citation statements)

References 42 publications

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“…It was notable that half of the trainees in our study described the one hour allocated supervision as casual and lacking clear direction. This perceived lack of clarity for is in line with previous studies from the UK, suggesting that clinical supervisors may not be adequately trained in supervision [29,30] and that the weekly timetable is not adhered to consistently [31].…”

Section: Summary Of Findingssupporting

confidence: 80%

Evaluation of Postgraduate Educational Environment of Doctors Training in Psychiatry: a mixed method study

Elzain¹,

Moran

McCarth

et al. 2022

Preprint

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Introduction: Educational Environment (EE) is of paramount importance in Medical Education, but can be intangible and hard to clearly determine. Professional satisfaction and patient care improve in a pleasant learning environment; where postgraduate physicians are encouraged, suitably supervised, and fostered. A negative learning environment can be detrimental to trainees and teams morale and can jeopardize the multidisciplinary working relationship. Objectives: The objective of this study was to measure the Educational Environment (EE) of Psychiatry postgraduate training in the Midwest of Ireland training Deanery; what aspects of training are working well and what areas are seen as not optimal. Methods: This study took place between April and June 2021. A mixed methods approach was adopted, using the Postgraduate Hospital Educational Environment Measure (PHEEM) and semi-structured one-to-one interviews. Results: Response rate was 88% (n=22). The total PHEEM score was 105.64, indicating a postgraduate EE with more positive than negative aspects, but with room for improvement. There were no differences in overall PHEEM and subscale scores between trainees gender, training grades or years of working experience. Three themes were identified that contribute to trainees perception of EE: the commitment of the trainees supervisors to the role they play in trainees overall development, the clinical workload of the trainee, and the day-to-day working conditions of the trainee. Definite disparities between work placements were evident in the collected data across these three themes. Conclusions: Although the training program had an overall positive EE, specific answers and interview themes indicated some areas of weakness that may contribute to trainee dissatisfaction and possible burnout. Planned interventions targeting these areas and tracking changes in EE and burnout rates over time may be useful measures going forward.

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Section: Summary Of Findingssupporting

confidence: 80%

Evaluation of Postgraduate Educational Environment of Doctors Training in Psychiatry: a mixed method study

Elzain¹,

Moran

McCarth

et al. 2022

Preprint

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“…Addressing unmet needs in postgraduate psychiatric training requires moving toward healthcare accessibility, affordability, and quality (Arbuckle et al, 2020). Moreover, advances in research, advocacy, leadership, management, and technology will undoubtedly improve the field of training in psychiatry (Hariman et al, 2019; Ryland et al, 2020). Focusing on themes that might contribute to more positive experiences during psychiatric training, such as receiving high‐quality supervision, supported autonomy, and witnessing patient recovery, may also be of great benefit (Karageorge et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…A possible solution for "brain drain" in Romania may be represented by an improvement of the undergraduate training in psychiatry, regardless whether or not students will choose subsequentpsychiatric/nonpsychiatric medical careers (Hariman et al, 2019; Mihai et al, 2016). In Romania, this is even more important, as it is one of the countries where general practitioners play only a formal role in managing mental health problems (Mihai et al, 2016).…”

Section: Postgraduate Training In Psychiatrymentioning

confidence: 99%

Training and retaining mental health professionals: The Romanian experience in the European Union

Giurgiuca

Giurgi-Oncu

Matei

2021

Asia-Pacific Psychiatry

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Background: Romania has been a member of the European Union since 2007.According to the World Health Organization, the national burden of mental disorders is high, with 2743.69 disability-adjusted life years per 100.000 population. Moreover, in a country of 19 million people, Romania's mental health system is currently functioning at capacity, with 5.66 adult psychiatrists/100.000 population and only 0.56 child and adolescent psychiatry (CAP) doctors per 100.000 population. Method: we conducted a simple narrative review of the current literature on the topic of training of psychiatry trainees in Romania. Results: Undergraduate training consists of only 4 weeks of clinical and theoretical work for adult and CAP. Psychiatry postgraduate training lasts 5 years and is still duration-oriented. Psychiatric trainees mostly spend their clinical work in inpatient units due to the scarcity of other services or the lack of integration of training programs in the existing psychiatric services. Theoretical training is not nationally formalized, and, during training, yearly assessments tend to be neglected. An ongoing challenge in Romania has been retaining young career psychiatrists. Conclusion:Although in a trend toward improvement of health services, "brain drain" has been and continues to be a massive phenomenon among Romanian psychiatrists, mainly driven to Western-European countries due to financial reasons, various shortcomings in overall infrastructure, and because of the lack of continuous professional and personal development opportunities. As the world is currently facing an unprecedented mental health crisis, steps must be taken to improve psychiatric training, retain psychiatrists in Romania, and provide better national mental health services.

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“…From this background, many of the non-"core" aspects of Basic Specialist Training in Psychiatry that fall outside the strict biopsychosocial paradigm are off-loaded on to WPBAs. Nonetheless, there is evidence that many clinical supervisors have limited training for their role in these assessments (Fitch et al 2008;Julyan 2009) and that the weekly timetable is not adhered to consistently (Hariman et al 2020), often as the result of time-constraints.…”

Section: Limitations Of Current Trainingmentioning

confidence: 99%

“The Free Association Sessions”. Perspectives on a Novel Teaching Platform by Final Year Medical Students and Basic Specialist Trainees in Psychiatry

McFarland

Brar

Hayes

et al. 2022

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Introduction Notwithstanding the many advantages of outcomes-based education within Psychiatry placements in Medical School and Basic Specialist Training within the College of Psychiatry of Ireland, there is limited protected time for broad Reflective Practice that appreciates the complexity of working in the Mental Health setting. Furthermore, there are limitations to the current model of restricting Reflective Practice sessions to the Balint Group Format. Methods A novel programme of structured Reflective Practice was offered to students in the School of Medicine in The University of Limerick and trainees in the Mid-West Deanery. Six student and fourteen trainee participants were subsequently invited to provide perspectives on the programme via Focus Groups. The study employed an inductive latent phenomenological approach for analysis of qualitative data. Results Five major themes emerged: These related to the teaching environment, personal identity, complexity, awareness of cognitive dissonance and the structure of the sessions. There were a number of different perceptions, relating to the participants stage of training. Conclusions There was evidence that the structured reflective sessions created a comfortable environment, addressed hierarchy issues and facilitated wide-ranging opportunities for reflective practice, with an observed increased appreciation for complexity in Psychiatry. There was apparent tension between controlling content and facilitating the form of group process. Nonetheless, the structure appeared more approachable for medical students and those early in training.

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The future of psychiatric education

Cited by 8 publications

References 42 publications

Evaluation of Postgraduate Educational Environment of Doctors Training in Psychiatry: a mixed method study

Evaluation of Postgraduate Educational Environment of Doctors Training in Psychiatry: a mixed method study

Training and retaining mental health professionals: The Romanian experience in the European Union

“The Free Association Sessions”. Perspectives on a Novel Teaching Platform by Final Year Medical Students and Basic Specialist Trainees in Psychiatry

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