Supervision: ‘a random bag of arrangements’? Perspectives from psychiatrists on how to improve clinical teaching

2017 ◽  
Vol 25 (5) ◽  
pp. 510-513 ◽  
Author(s):  
Gary Cheung ◽  
Alice Stephan
Keyword(s):  
New Zealand ◽  
Online Survey ◽  
Clinical Teaching ◽  
Psychiatric Training ◽  
Supervisor Training ◽  
Teaching Competencies ◽  
Leadership Support ◽  
Feedback Structure ◽  
Supervisor Competencies ◽  
Zealand College

Objective: The aim of this study was to explore psychiatrists’ perspectives on how clinical teaching and supervision can be improved in postgraduate psychiatric training. Method: All New Zealand members of the Royal Australian and New Zealand College of Psychiatrists (fellows: n=367; affiliates: n=167) were invited to participate in an online survey that collected responses to two open-ended questions. The responses were then analysed qualitatively. Results: A total of 27% psychiatrists responded. Two major themes emerged: supervisor competencies and the workplace educational environment, with subthemes of supervisor training, feedback and culture change. Conclusions: Suggestions to improve clinical teaching and supervision included defining supervisor teaching competencies, instituting evidence-based faculty development, a feedback structure and strengthening leadership support for workplace-based education.

Psychiatric Training in New Zealand

2000 ◽  
Vol 34 (1) ◽  
pp. 146-153 ◽  
Author(s):  
Janet Moloney ◽  
Joanna MacDonald
Keyword(s):  
Mental Illness ◽  
New Zealand ◽  
General Health ◽  
Work Conditions ◽  
House Officer ◽  
Psychiatric Training ◽  
Work Setting ◽  
Significant Difference ◽  
Zealand College ◽  
And Training

Objective: The aims of this study were to develop a profile of current psychiatric trainees in New Zealand, to identify factors important in their recruitment to and retention in psychiatric training and to identify factors that predict failure to complete training. Method: A survey was sent to all current psychiatric trainees in New Zealand and to all trainees who could be traced who had left psychiatric training in New Zealand in the last 5 years without completing the Fellowship of the Royal Australian and New Zealand College of Psychiatrists. Results: General characteristics of the two groups are presented, as well as information about recruitment, burnout, general health and experiences of work and training. The only significant difference in general characteristics between the two groups was that more of those who had left training prematurely had been born overseas. The levels of family and personal mental illness were high, but there was no difference in these rates between those who had stayed in training and those who had left prematurely. Most trainees had decided to pursue a psychiatric career during their house-officer years. The most important factors determining the choice of a career in psychiatry were philosophical interest and house-officer experience in psychiatry. With respect to retention, despite high rates of burnout and psychological morbidity, and dissatisfaction with various aspects of the work setting, 94% of current trainees indicated satisfaction with their decision to train in psychiatry and over 90% intended to practise in New Zealand in the future. Most trainees who left training prematurely did so during the first 2 years of training. Dissatisfaction with work conditions, and stress or burnout were the main reasons for leaving. Conclusions: This study provides information on some of the complex determinants of psychiatric recruitment and retention in the New Zealand setting. Areas that could be addressed in order to improve recruitment, work satisfaction and retention in training are considered.

scholarly journals Completing the RANZCP scholarly project in a rural/regional setting: a practical example

2020 ◽  
pp. 103985622095369
Author(s):  
Harry Hill ◽  
Carol Harvey
Keyword(s):  
New Zealand ◽  
Psychiatric Training ◽  
Research Centre ◽  
Regional Setting ◽  
Academic Psychiatrist ◽  
Rural Settings ◽  
Zealand College ◽  
Geographical Locations

Objective: The Royal Australian and New Zealand College of Psychiatrists (RANZCP) scholarly project (SP) is a major hurdle for trainees completing psychiatric training – intensified for those working in rural settings. Whilst strategies to overcome this challenge have been proposed, there are few examples of how these have been successfully implemented. This report will describe the completion of a RANZCP SP in a regional setting, with supervision and support provided by an academic psychiatrist working within a metropolitan research centre. Conclusion: Trainees in remote geographical locations can utilise expert supervision from academic psychiatrists to successfully complete the SP. Key components are support from both the trainee and supervisor’s employers, utilisation of a range of supervision modalities and a clear pragmatic memorandum of understanding between the supervisor and trainee. This initiative had widespread benefits beyond completion of the SP for all parties involved.

Keeping military in mind: The Royal Australian & New Zealand College of Psychiatrists’ Military and Veterans’ Mental Health Network

2020 ◽  
Vol 28 (3) ◽  
pp. 274-278
Author(s):  
Duncan Wallace ◽  
Carla Meurk ◽  
Diana McKay ◽  
Andrew Khoo ◽  
Jon Lane ◽  
...  
Keyword(s):  
Mental Health ◽  
New Zealand ◽  
Online Survey ◽  
Emergency Services ◽  
Health Network ◽  
Emergency Services Personnel ◽  
Active Interest ◽  
Zealand College ◽  
High Level ◽  
Survey Responses

Objective: The objective of this study is to introduce The Royal Australian & New Zealand College of Psychiatrists (RANZCP) Military and Veterans’ Mental Health Network (The Network) and profile its inaugural members. Methods: We implemented an online survey of demographic, professional and practice characteristics of network members; self-rated knowledge of military and veterans’ mental health; reasons for joining The Network; and suggestions as to how The Network could best support members’ needs. Quantitative survey responses were analysed descriptively. Qualitative responses were analysed thematically. Results: Thirty-two out of 60 network members returned the survey. The membership was predominately male and 50 years of age or older. One-half had completed their fellowship or specialty 20 or more years ago. A high level of self-rated knowledge with respect to the assessment and management of current and ex-serving military personnel was reported. Knowledge of the assessment and management of current and ex-serving emergency services personnel was lower. Conclusion: There are RANZCP members with an active interest, expertise and knowledge in the field of military, veterans’ and emergency services personnel mental health; this affirms the significant role the RANZCP can play in this area. There is a need to expand, diversify and ensure sustainability of the workforce.

scholarly journals A survey of clinicians on the use of artificial intelligence in ophthalmology, dermatology, radiology and radiation oncology

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Jane Scheetz ◽  
Philip Rothschild ◽  
Myra McGuinness ◽  
Xavier Hadoux ◽  
H. Peter Soyer ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
New Zealand ◽  
Radiation Oncology ◽  
Online Survey ◽  
New Technology ◽  
Medical Liability ◽  
Healthcare Outcomes ◽  
Medical Workforce ◽  
Artificial Intelligence Technology ◽  
Workforce Needs

AbstractArtificial intelligence technology has advanced rapidly in recent years and has the potential to improve healthcare outcomes. However, technology uptake will be largely driven by clinicians, and there is a paucity of data regarding the attitude that clinicians have to this new technology. In June–August 2019 we conducted an online survey of fellows and trainees of three specialty colleges (ophthalmology, radiology/radiation oncology, dermatology) in Australia and New Zealand on artificial intelligence. There were 632 complete responses (n = 305, 230, and 97, respectively), equating to a response rate of 20.4%, 5.1%, and 13.2% for the above colleges, respectively. The majority (n = 449, 71.0%) believed artificial intelligence would improve their field of medicine, and that medical workforce needs would be impacted by the technology within the next decade (n = 542, 85.8%). Improved disease screening and streamlining of monotonous tasks were identified as key benefits of artificial intelligence. The divestment of healthcare to technology companies and medical liability implications were the greatest concerns. Education was identified as a priority to prepare clinicians for the implementation of artificial intelligence in healthcare. This survey highlights parallels between the perceptions of different clinician groups in Australia and New Zealand about artificial intelligence in medicine. Artificial intelligence was recognized as valuable technology that will have wide-ranging impacts on healthcare.

Clinical Supervision: A Review of Underlying Concepts and Developments

2002 ◽  
Vol 36 (1) ◽  
pp. 92-98 ◽  
Author(s):  
Joanna Macdonald
Keyword(s):  
New Zealand ◽  
American Literature ◽  
Clinical Supervision ◽  
Developmental Process ◽  
Empirical Support ◽  
Personal Contact ◽  
Role Conflicts ◽  
Effective Feedback ◽  
Zealand College ◽  
The Relationship

Objective: This review examines how psychiatric clinical supervision is represented in the psychiatric literature and its relevance for Australasian psychiatry. Method: The literature was first identified then reviewed using Medline and Psychlit, manual searches of relevant journals and personal contact with some key workers in Australia and New Zealand. Results: The predominantly American literature written two to three decades ago reflected the conditions in which psychiatry was practised at that time, largely based in asylums or private offices and informed by the dominant psychoanalytic discourse of that era. These articles, frequently anecdotal and with little empirical support, conceptualized supervision as a developmental process, a syndrome, or a process of identification. They focused substantially on the nature of the relationship between the trainee and supervisor. More recent writers have included trainees’ perspectives. They have identified a number of problems with supervision, including role conflicts, uncertainty about boundaries, lack of supervisory training and lack of effective feedback, and have introduced the concepts of adult learning as highly relevant. These concerns, however, have led to little change to date. Conclusion: The implementation by the Royal Australian and New Zealand College of Psychiatrists (RANZCP) of new training by-laws provides an opportunity to define the meaning of supervision in the current clinical context, to undertake research to clarify the key elements in the process, and to evaluate different techniques of supervision.

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