Effects of three types of leadership structure on the self-perceptions of undergraduate nursing students.
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The authors studied T-groups offered in psychiatric residency programs in the United States in 1992. A 32-item questionnaire was sent to the residency training directors of 297 psychiatric programs and 34% responded. Results of the questionnaire are presented and their possible implications are discussed. These include: (1) programs that offer T-group value it as indicated by the time allotted to it, the quality of the T-group leaders, and the objectives within the residency program it seeks to accomplish; (2) 45% of respondents not offering T-groups cite negative attitudes toward T-groups (theirs or their residents) as a reason for this decision; (3) T-group, often equated with psychodynamic process, may have suffered the same recent deemphasis as has the teaching of psychodynamic psychotherapy; (4) and T-group, by its very nature, has educational as well as therapeutic features, a combination that creates tensions with regard to the T-group contract, especially the items having to do with confidentiality and attendance. The authors suggest group therapy will be a primary treatment modality in the coming years of economic constraint. They also recommend making a case to residency training directors for T-group and its inclusion in psychiatric curricula.
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Graduate medical education traditionally has emphasized the teaching of biomedical knowledge and technical skills. However, physicians-in-training also need opportunities to explore their emotional reactions that occur during the process of patient care and medical training. The promotion of personal growth and self-awareness should be important components of graduate medical education. Easily implemented, a resident support group is one forum that addresses this obvious gap in medical education. This article reviews the goals and structure of support groups, with the hope that more training programs will implement them.
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