Advancing medical education in a mental health trust: residents’ and medical students’ perspectives: qualitative study

Abstract

Aims and method This study aimed to explore the educational experiences of medical students and psychiatry residents within a large mental health trust, identifying areas for improvement. A qualitative methodology using four focus groups was employed, grouped by training level: medical students, foundation doctors, core psychiatry residents and higher-specialty residents. Discussions were guided by a standardised topic guide and analysed thematically.

Results Participants highlighted key issues including induction length and quality, access to written information, rota gaps and inadequate facilities; challenges in achieving psychotherapy competencies, teaching inconsistency, lack of supervision and insufficient development of non-clinical skills were also noted.

Clinical implications Enhancement of induction, supervision, psychotherapy training and non-clinical skills development can significantly improve psychiatric education. Addressing structural and systemic issues will strengthen trainee experience and support high-quality patient care.