Stanford University, Stanford, CA, USA.
Washington University in St. Louis, St. Louis, MO, USA.
Acad Psychiatry. 2021 Jun;45(3):339-344. doi: 10.1007/s40596-020-01338-2. Epub 2020 Oct 26.
Group psychotherapy merits dedicated training during psychiatry residency yet is challenging to implement given competing educational requirements. The authors implemented a voluntary support group training intervention for psychiatry residents consisting of a 6-h didactic series followed by at least 6 months of in vivo group facilitation and supervision. We hypothesized participation would improve residents' self-reported skill and knowledge in group facilitation.
Psychiatry residents (PGY I-IV) voluntarily participated in this novel intervention that included a didactic series followed by experiential group facilitation and supervision. To assess confidence and self-reported skill level in group facilitation, residents completed two brief self-report surveys: before the didactic series (pre-intervention) and after group facilitation for at least 6 months (post-intervention). Surveys included Likert scales and open-ended questions. Quantitative data were analyzed with descriptive statistics and open-ended qualitative data were analyzed using thematic analysis.
Twenty-three residents attended 4 to 6 h of didactics between 2016 and 2018. Of these 23 residents, 12 facilitated groups and attended supervision for at least 6 months. Twenty residents responded to pre-intervention surveys and 14 responded to post-intervention surveys. After the intervention, respondents reported a significant increase in knowledge and skills in group facilitation of 88% (15/17) on Likert scale questions.
This study implemented a novel educational intervention to train psychiatric residents in group dynamics and group facilitation. Participation increased residents' self-reported knowledge and skills in group facilitation. Future directions include incorporating feedback about group curriculum, evaluating resident knowledge and skills using assessment measures, recruiting more group participants, and focusing on peer-to-peer mentoring.
团体心理治疗在精神科住院医师培训中值得专门培训，但由于竞争的教育要求，实施起来具有挑战性。作者为精神科住院医师实施了一项自愿支持小组培训干预措施，包括 6 小时的专题系列讲座，随后至少 6 个月的现场小组促进和监督。我们假设参与将提高住院医师自我报告的小组促进技能和知识。
精神科住院医师（PGY I-IV）自愿参加这项新的干预措施，包括专题系列讲座，随后是经验丰富的小组促进和监督。为了评估在小组促进方面的信心和自我报告的技能水平，住院医师完成了两项简短的自我报告调查：在专题系列讲座之前（干预前）和至少 6 个月的小组促进后（干预后）。调查包括李克特量表和开放式问题。定量数据采用描述性统计分析，开放式定性数据采用主题分析。
2016 年至 2018 年间，23 名住院医师参加了 4 至 6 小时的讲座。在这 23 名住院医师中，有 12 名参加了小组活动，并接受了至少 6 个月的监督。20 名住院医师回答了干预前的调查，14 名回答了干预后的调查。干预后，受访者报告在小组促进方面的知识和技能显著提高，88%（15/17）的人在李克特量表问题上有所提高。
本研究实施了一项新的教育干预措施，培训精神科住院医师的团体动态和团体促进技能。参与增加了住院医师自我报告的小组促进知识和技能。未来的方向包括纳入关于小组课程的反馈，使用评估措施评估住院医师的知识和技能，招募更多的小组参与者，并关注朋辈辅导。
