A grounded theory qualitative analysis of postgraduate medical resident attitudes towards learning and training in the psychiatric emergency services
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AbstractObjectives: The objective of this study was to generate hypotheses about 1) influences on psychiatry resident attitudes towards training in psychiatric emergency services (PES) and 2) barriers to resident education in the PES, with some discussion as to how to overcome these obstacles. Methods: In this grounded theory qualitative study, data were collected from focus group meetings of psychiatry residents enrolled in postgraduate training at the University Of Calgary. Data analysis was performed according to grounded theory methodology. Results: Residents described educational and environmental factors in the context of professional relationships in the multidisciplinary PES. Conclusions: Opportunities to practice CanMEDS psychiatrist roles are influenced by resident relationships with the PES team. Residents will employ either of two coping mechanisms (altruism or devaluation) in an attempt to negotiate the stressors associated with training in the PES. Implications of coping styles on education and attitudes towards the PES are discussed.
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