title: Clinical teaching and supervision in postgraduate psychiatry training: the trainee perspective.
abstract: OBJECTIVE
  We aimed to explore psychiatry trainees' perspectives on clinical teaching and supervision as well as how this might be improved.
  
  
  METHODS
  New Zealand trainees ( n=51) completed online the Maastricht Clinical Teaching Questionnaire (MCQT) and three open-ended questions.
  
  
  RESULTS
  The majority rated 'agree' or 'strongly agree' to all items of the MCQT. Weaknesses in the feedback process including observation, feedback provision, and formulating learning goals were highlighted. College training requirements and workplace environment were identified as factors impacting on clinical teaching and supervision.
  
  
  CONCLUSIONS
  A model was proposed to enhance awareness of the various factors involved in the feedback process.
authors.affiliation: Director of Training (Psychiatry), Upper Central North Island, Waikato District Health Board, Hamilton, New Zealand.
authors.forename: Alice
authors.initials: A
authors.lastname: Stephan
authors.affiliation: Senior Lecturer, Department of Psychological Medicine, The University of Auckland, Auckland, New Zealand.
authors.forename: Gary
authors.initials: G
authors.lastname: Cheung
mesh_terms: D000328:Adult; D001291:Attitude of Health Personnel; D002983:Clinical Competence / Q000592:standards; D005246:Feedback; D005260:Female; D006801:Humans; D007396:Internship and Residency; D008297:Male; D008875:Middle Aged; D009520:New Zealand; D011570:Psychiatry / Q000193:education*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000592:standards*
keywords: cognitive apprenticeship; feedback; postgraduate training; psychiatry