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Psychiatry trainees confidence as teachers, perceptions of supervisor support and opportunities for further training
Catherine Hickie1, Louise Nash2, Brian J Kelly3
1Hunter New England Training in Psychiatry, Hunter New England Local Health District, Newcastle, NSW, and; Conjoint Senior Lecturer, School of Medicine and Public Health, Faculty of Health and Medicine, University of Newcastle, Newcastle, NSW, Australia catherine.hickie1@health.nsw.gov.au.
Objective:
To investigate psychiatry trainees' confidence in their role as teachers, their perceptions of support and preferences for a program to support this role.
Methods:
Psychiatry trainees in New South Wales (NSW) (Australia) in the first three years of psychiatry training (N = 118) were invited to complete a survey which included demographic data, self-assessment of teaching confidence and perceptions of support for teaching.
Results:
A total of 63% (N = 74) agreed to participate. Overall, 62% percent of participants regarded teaching as an important part of their role, 46% felt supported in the role by their training supervisors, but only 18% regularly discussed their teaching role in routine supervision.
Conclusions:
Psychiatry trainees viewed teaching as part of their role. They reported a low level of formal training in teaching skills and perceived a low level of support from supervisors. Registrar training needs to address trainees' competencies in a range of teaching skills along with supervisor support. Further research is required to assess the impact of a teaching program on teaching performance and learner outcomes.
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