The quality of psychiatric residency : the assessment of programs and options for distributing psychiatric residents in the service of health care reform

Hunter New England Training (HNET): how to effect culture change in a psychiatry medical workforce

OBJECTIVE

It is now recognized that education and training are at the core of quality systems in health care. In this paper we discuss the processes and drivers that underpinned the development of high quality education and training programs and placements for all junior doctors. The early identification and development of doctors interested in psychiatry as a career, engagement and co-operation with the broader junior doctor network and the creation of teaching opportunities for trainees that was linked to their stage of development were identified as key to the success of the program.

CONCLUSIONS

Targeted, high quality education programs and clinical placements coupled with strategic development of workforce has reduced staff turn over, led to the stabilization of the medical workforce and created a culture where learning and supervision are highly valued.

The administration of residency training programs

The position of training director is perhaps the most difficult job in a department of psychiatry. The training director must implement the values, culture, and philosophy of the department; nurture residents, faculty, and support staff; maintain collaborative ties with the hospital and medical school-allied specialties and administration; and monitor the integrity and quality of clinical and academic training. All this must be accomplished in a role that has considerable authority but no real power. The director needs to understand the context in which training occurs and take into account the limited resources of the health care delivery system and the constraints imposed by the current era of managed care. This article provides an overview of the requirements for successfully achieving these complex goals and objectives.