监督：“一堆随意的安排”？精神科医生对如何改进临床教学的看法。
Supervision: 'a random bag of arrangements'? Perspectives from psychiatrists on how to improve clinical teaching.
作者信息
Cheung Gary, Stephan Alice
机构信息
Senior Lecturer, Department of Psychological Medicine, The University of Auckland, Auckland, New Zealand.
Director of Training (Psychiatry), Upper Central North Island, Waikato District Health Board, Hamilton, New Zealand.
出版信息
Australas Psychiatry. 2017 Oct;25(5):510-513. doi: 10.1177/1039856217716291. Epub 2017 Jul 13.
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.
目的
本研究旨在探讨精神科医生对于如何改善研究生精神科培训中的临床教学与督导的看法。
方法
邀请澳大利亚和新西兰皇家精神科医学院的所有新西兰成员（会员：n = 367；准会员：n = 167）参与一项在线调查，该调查收集了对两个开放式问题的回答。然后对回答进行定性分析。
结果
共有27%的精神科医生做出回应。出现了两个主要主题：督导能力和工作场所教育环境，以及督导培训、反馈和文化变革等子主题。
结论
改善临床教学与督导的建议包括明确督导教学能力、开展循证师资发展、建立反馈机制以及加强对基于工作场所教育的领导支持。
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