An audit of the quality and effectiveness of review meetings between core and higher psychiatry trainees and their educational supervisors

摘要

Purpose - The purpose of this paper, an audit, was to explore and evaluate the quality and effectiveness of review meetings between core (CT) and higher psychiatry trainees (HST) and their educational supervisors (ESs). The second aim was to recommend changes in practice to improve the quality and effectiveness of the ES-trainee review meetings to enhance the training experience and overall training quality. Design/methodology/approach - A tool was developed to gather anonymous feedback from trainees about their meetings with their ES. Consultation was carried out with CT and HSTs as well as ESs to ensure the questions were clear and acceptable to all. Trainees were requested to complete the feedback form for all pre-annual review of clinical progress (ARCP) meetings for the June-July 2019 ARCP cycle. Completed forms were placed in a sealed box, which was emptied once all meetings were complete. Findings - In total, 25 feedback forms were received. On most questions, trainees gave positive feedback on the process, content, supervisor and administration. Four main themes emerged from the qualitative feedback. Trainees found the process supportive and felt listened to. They felt the process was organised and personalised. Trainees' views on suggestions for further improvement was captured and reflected: the ES reading their portfolio in advance, shorter forms with more focus on clinical acumen and less like a tick-box exercise, frequent reminder emails, more specific guidance and to plan ahead for change of supervisor. Research limitations/implications - The main research limitation is that this study used only one measure, which was the subjective account of the participating postgraduate Psychiatry trainees. No other objective measures were used in the study to evaluate the effectiveness or the quality of the educational supervision. Practical implications - The implications of the findings were discussed, and recommendations were made based on the findings to further enhance the trainees' experience of their educational supervision. It is likely that a positive experience of supervision and training will have implication by improving the overall training quality of the scheme. Social implications - The quality of supervision of Psychiatrists in training have a significant contribution in their training progress and completion, and in the long run the quality of service or assessment and treatment they are able to provide to their patients as qualified Psychiatrists. Originality/value - Literature searches revealed no previous audits to have been published on quality of educational supervision meetings between postgraduate psychiatry trainees and their ES.