Electronic Theses and Dissertations

Identifier

429

Author

Jody G. Long

Date

2011

Date of Award

11-28-2011

Document Type

Dissertation

Degree Name

Doctor of Education

Major

Higher and Adult Education

Concentration

Higher Education

Committee Chair

Katrina Meyer

Committee Member

David Allen

Committee Member

Beverly Cross

Committee Member

Barbara Mullins-Nelson

Abstract

This research study was conducted to explore the phenomenon of the third-year experiences of the psychiatry residents. A review of the literature identified themes and subthemes related to the third-year of psychiatry education. The study was conducted at a university health science center. Data were collected from five residents using participant interviews, focus groups, and research observation. The research question was, "What are the important experiences of psychiatry residents and what meaning to they ascribe to these experiences in their acquisition of psychiatry skill?" Qualitative methodology provided a systemic approach for answering the research question through a detailed analysis of the data. This study revealed four themes common to the students in the study. The first theme, Residency Choice was a Momentous Decision, disclosed that the psychiatry residents in this study saw their choice of residency as one of the most important decisions in their lives. The second theme, Observation and Reflection Should be Modeled Prior to Practice, displayed how psychiatry residents preferred observation and reflection of the psychiatric skills taught. The third theme, The Value of the Third Year was the Shift to Psychotherapy Training, revealed that the residents did not see prescribing medications as their sole training objective. The fourth theme, competency was Overcoming Class Discord to Acquire Their Psychiatric Skills, showed that residents were able to maneuver class conflicts to acquire a competent skill set. In conclusion, this research study revealed that psychiatry residents saw the third year of their psychiatry education as foundations to build their careers.

Comments

Data is provided by the student.

Library Comment

dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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