alexa A Needs Analysis for a Resident Psychotherapy Curriculum
ISSN: 2161-0487

Journal of Psychology & Psychotherapy
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Case Report

A Needs Analysis for a Resident Psychotherapy Curriculum

Catherine Hickey1* and Sean McAleer2

1Memorial University of Newfoundland, Geriatric Psychiatry Day Hospital, Canada

2University of Dundee, UK

Corresponding Author:

Catherine Hickey
Memorial University of Newfoundl and Geriatric Psychiatry Day Hospital
Dr. LA Miller Centre, 100 Forest
Road St. John’s, NL, Canada
Tel: 709 777 6717
Fax: 709 777 7004
E-mail: [email protected]

Received date: April 20, 2015; Accepted date: June 17, 2015; Published June 24, 2015

Citation: Hickey C, McAleer S (2015) A Needs Analysis for a Resident Psychotherapy Curriculum. J Psychol Psychother 5:188. doi:10.4172/2161-0487.1000188

Copyright: © 2015 Hickey C, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

 

Abstract

Various academic programs throughout the world are intensifying demands for psychotherapy training. For example, the Royal College of Physicians and Surgeons of Canada now demands that psychiatry residents get competency based trainining in multiple psychotherapy modalities throughout their training. Faculty complain of limited time and limited teaching resources. Residents complain of a lack of skills based, “hands on” supervision. The purpose of this study was to undertake a needs analysis for a new, competency based psychotherapy curriculum in a Canadian psychiatry residency program. A group of residents were surveyed about their perceived learning needs. An online, anonymous survey was distributed to all of the residents in this training program. The survey results suggested the need for a new psychotherapy curriculum—one that is integrated, interactive and based on the Royal College’s Objectives of Training. Innovative delivery methods, including multimedia and review of actual and simulated patients, were preferred. These results suggest that a blended course might be an ideal way to combine an appropriate balance of didactic content with hands on viewing and discussion of previously recorded, actual patient sessions.

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