Abstract
Objective
Disruptions are inevitable during psychiatry residency training and can affect resident learning and patient care. This exploratory study examined the nature and impact of transitions in psychotherapy training.
Methods
PGY2-5 residents (45/150; 30 % response rate) and psychotherapy supervisors (46/247; 18.6 % response rate) were surveyed about transitional events during residency training in psychotherapy.
Results
Supervisors and residents ranked the frequency of occurrence of transitional events and their impact very similarly, as well as the “feed forward” items when transitioning to a new supervisor. Residents feeling confused or overwhelmed with the balancing of learning differing models with differing levels of comfort or knowledge was ranked as the issue that occurred most frequently by both supervisors and residents.
Conclusions
This study highlights issues that arise at transitions during psychotherapy training in psychiatry residency. Strategies for managing these periods are discussed, with a focus on resident learning and improved continuity of patient care.
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Notes
Names and identifying information have been altered for confidentiality.
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Acknowledgments
The authors would like to acknowledge and thank the residents and supervisors who participated in this study at the University of Toronto, Department of Psychiatry. We would also like to acknowledge and thank the Department of Psychiatry, Mount Sinai Hospital for the research support provided for this study.
Disclosures
On behalf of all authors, the corresponding author states that there is no conflict of interest.
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Tan, A., Philipp, D., Malat, J. et al. Lost in Transition: Examining Transitions in Psychotherapy Training. Acad Psychiatry 39, 580–584 (2015). https://doi.org/10.1007/s40596-014-0188-6
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DOI: https://doi.org/10.1007/s40596-014-0188-6