2017/07/13 by Gary Cheung, Alice Stephan · 1 citation
Health Professions · Medicine · Psychology · #Counseling Practices and Supervision #Health Sciences Research and Education #Innovations in Medical Education
paper · doi:10.1177/1039856217716291
openalex publication_date 2017/07/13 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
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.