In 1965 the Education Committee drew up a questionnaire on postgraduate teaching (prepared in a form suitable for I.B.M. punching) which was then circulated to every psychiatric hospital, psychiatric unit and teaching hospital in the United Kingdom and the Republic of Ireland, and to those hospitals abroad recognized by the Conjoint Board as providing training for the D.P.M. The questionnaires were sent out late in 1965, and after two sets of reminders the returned results were processed by the Tabulating Research Centre at Hampstead. Regrettably, the Centre, although providing a great deal of information very quickly, delayed for almost a year completing the processing of the data.
Objective: As burnout has been neglected in medical and psychiatric education, we seek to provide a summary overview. Methods: We extract salient findings from the published literature and offer some challenges. Results: We critique the current principal model of burnout, argue for broadening the symptom constructs and for a diathesis-stress model where a perfectionistic personality style is a key predisposing factor, and observe that burnout is not limited by those in formal work. We argue that burnout is not synonymous with depression, overview biological underpinnings, and summarise a three-fold management model. Conclusion: As many burnout patients are referred to psychiatrists, awareness of its symptom pattern and management nuances is of key importance.
Correction to: Co-producing Psychiatric Education with Service User Educators: a Collective Autobiographical Case Study of the Meaning, Ethics, and Importance of Payment
