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Chapter 22 - The Trainee in Difficulty: Where Are We Now?

from Section 6 - Supporting the Trainee in Difficulty

Published online by Cambridge University Press:  24 November 2022

By
Sarah Huline-Dickens
Edited by
Sarah Huline-Dickens  and
Patricia Casey
Sarah Huline-Dickens
Affiliation:
Mount Gould Hospital, Plymouth
Patricia Casey
Affiliation:
Hermitage Medical Clinic, Dublin
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Summary

In the guide written by Harden and Crosby (2000) for the Association for Medical Education in Europe (AMEE) called The Good Teacher Is More Than a Lecturer, the shift from traditional models of learning to a more learner-led one is emphasized and reflects the altered roles and expectations of teachers. Rather than dispensing information the teacher is seen more as a facilitator of learning and providing a supportive relationship for that learning to happen.

Supportive relationships are crucial to the success of training in busy clinical environments. Yet providing support and supportive relationships is still problematic in the health service. In 2019 alone, there were three published reports all highlighting problems and making suggestions for change; one from Health Education England (HEE); one from a National Institute of Health Research (NIHR) funded study undertaken by a team based at the University of Exeter Medical School; and one from the General Medical Council (GMC). It is worth looking at these briefly in turn.

Type
Chapter
Information
Clinical Topics in Teaching Psychiatry
A Guide for Clinicians
 , pp. 261 - 273
Publisher: Cambridge University Press
Print publication year: 2022

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