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THEME ISSUE: EDUCATION OF PSYCHIATRY RESIDENTS IN ETHICS | September 01, 1996

Clinical Ethics Teaching in Psychiatric Supervision

Laura Weiss Roberts; Teresita McCarty; Brian B. Roberts; Nancy Morrison; Jerald Belitz; Claudia Berenson; Mark Siegler

Academic Psychiatry 1996;20:176-188.

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The authors thank Drs. David Friar, Helene Silverblatt, Tina Walch, Sameera Teja, and Robert Suddath for their contributions in the early discussion leading to this manuscript.

Department of Psychiatry, University of New Mexico School of Medicine, Albuquerque, New Mexico

Department of Psychiatry; Consultation Psychiatry, University Hospital, University of New Mexico School of Medicine

Department of Psychiatry, University of New Mexico School of Medicine; Inpatient Psychiatry Service, Veterans Affairs Medical Center, Albuquerque

Department of Psychiatry, University of New Mexico School of Medicine

Division of Child and Adolescent Psychiatry, Department of Psychiatry, University of New Mexico School of Medicine

Department of Medicine; Center for Clinical Medical Ethics, University of Chicago Pritzker School of Medicine, Chicago, Illinois

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Abstract

Supervision of psychiatric residents provides a natural context for clinical ethics teaching. In this article, the authors discuss the need for ethics education in psychiatry residencies and describe how the special attributes of supervision allow for optimal ethics training for psychiatry residents in their everyday encounters with ethical problems. Ethical decision making in clinical settings is briefly reviewed, and a 6-step strategy for clinical ethics training in psychiatric supervision is outlined. The value of the clinical ethics supervisory strategy for teaching and patient care is illustrated through four case examples.

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