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OBJECTIVE: We aimed to explore psychiatry trainees' perspectives on clinical teaching and supervision as well as how this might be improved. METHOD: 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.
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Stephan et al. (2016) studied this question.
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