scholarly journals Stocktake of Australasian Psychiatry’s training resources

2021 ◽  
pp. 103985622110373
Author(s):  
Michael Weightman ◽  
Tuan Anh Bui ◽  
Oliver D’Arcy Robertson
Keyword(s):  
New Zealand ◽  
Subject Matter ◽  
Training Programme ◽  
Significant Benefit ◽  
Electronic Search ◽  
Zealand College ◽  
Training Resources

Objective: To identify all past publications from Australasian Psychiatry with subject matter particularly relevant for trainees. The results of such a search could then be collated into an easily accessible resource available to trainees and their supervisors. Method: An electronic search of the journal’s back catalogue was conducted. Results: Eighty-seven articles published on subjects particularly relevant for trainees were discovered from within Australasian Psychiatry. In particular, multiple useful resources were identified on the topics of the scholarly project and formulation skills. Conclusions: Australasian Psychiatry has published a wealth of literature that is likely to be of significant benefit for trainees as they work their way through the Royal Australian and New Zealand College of Psychiatrists training programme.

Zebras in the Forest: the experiences of Dual-Trained Child Psychiatrists and Paediatricians in Australia and New Zealand

2016 ◽  
Vol 24 (6) ◽  
pp. 578-582
Author(s):  
Hiran Thabrew
Keyword(s):  
New Zealand ◽  
Child Psychiatry ◽  
Significant Proportion ◽  
Training Programme ◽  
Fellowship Training ◽  
Adult Psychiatry ◽  
Zealand College ◽  
Royal Australasian College ◽  
Child Psychiatrists

Objectives: The objectives of this study were to examine the experiences of dual-trained child psychiatrists and paediatricians in Australia and New Zealand and inform the review of the Dual Fellowship Training Programme by the Royal Australian and New Zealand College of Psychiatrists and Royal Australasian College of Physicians. Methods: All dual-trained child psychiatrists and paediatricians and current trainees were electronically surveyed in 2015. Results: Seven out of eight specialists (88%) and four out of six trainees (67%) responded. Six (55%) completed or were undertaking training as part of the Dual Fellowship Training Programme. Most respondents entered dual training without difficulty, found the transition from paediatrics to adult psychiatry challenging, and were reassured by their decision to undertake dual training on reaching advanced training in child psychiatry. Benefits and downsides of dual training were noted during and following training. A significant proportion of specialists (55%) were working in hospital-based environments, especially consult liaison services, suggesting that they added long-term value to both the fields of child psychiatry and paediatrics. Conclusions: The Dual Fellowship Training Programme remains a valuable vehicle for gaining skills in paediatrics and child psychiatry. There is support for its continuation by previous and current participants.

scholarly journals The Training/Examination Programme in Intensive Care, Australian and New Zealand College of Anaesthetists 1. Training

1993 ◽  
Vol 21 (6) ◽  
pp. 848-853 ◽  
Author(s):  
G. M. Clarke ◽  
G. A. Harrison
Keyword(s):  
Intensive Care ◽  
New Zealand ◽  
Intensive Care Medicine ◽  
Intensive Care Units ◽  
Training Programme ◽  
Learning Needs ◽  
Final Examination ◽  
Primary Specialty ◽  
Zealand College ◽  
Training Programmes

Unlike training for programmes in other countries which have published details of training programmes for Intensive Care Medicine, the training programme of the Australian and New Zealand College of Anaesthetists does not require certification in a primary specialty, although it is possible to combine training in Intensive Care and Anaesthetics. The lynchpin of the programme is the requirement that training can be undertaken in recognised posts in intensive care units which are approved by the College. Approval of the Unit requires evidence of appropriate supervision and teaching of trainees, sufficient number of admissions with a casemix suitable for the trainees’ learning needs and an adequate level of staff and equipment. The Units are assessed by physical inspection by assessors appointed by the College. The programme includes a Final Examination in Intensive Care.

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.

Sign in / Sign up

Export Citation Format

Share Document