Supported Decision making teaching in New Zealand postgraduate psychiatry trainees

Abstract

Objective To examine psychiatric trainees teaching of supported decision-making (SDM). Method New Zealand psychiatric trainees were surveyed about teaching regarding SDM using a novel tool. The analysis strategy examined the latent structure of the questionnaire and correlates of teaching in these areas. Results Forty nine trainees participated. Questions related to support from others and consistency of engagement were most highly endorsed while the concept of experiential learning was most poorly endorsed. Three latent factors were identified: ‘enabling personhood’, ‘decision autonomy’ and ‘experiential learning’. Only gender correlated with the total summed score of the questionnaire, and two latent factors. Conclusions Teaching about SDM occurs to some degree throughout New Zealand. The questionnaire captures the experience of learning in this area with a three-factor structure; enabling personhood, enhancing decisional autonomy and experiential learning.