European Psychiatry - Volume 41 - April 2017

301 / 916

25th European Congress of Psychiatry / European Psychiatry 41S (2017) S238–S302 S297
Conclusions Initial design of the requisite EPAs requires value
judgments by trainers and trainees alike on what represent core
units of work. EPAs can contribute directly and more meaningfully
to ARCP progression decisions.
Recommendations Inclusion of the required level of supervision
as part of SLE feedback enables future decisions on meeting perfor-
mance standards.
Trainee/trainer Interaction in this educational process.
Disclosure of interest The author has not supplied his/her decla-
ration of competing interest.
EW0562
Developing a specialised debrief
model for simulation training in
psychiatry
C. Attoe ∗, L. Valdearenas , S. Cross
South London & Maudsley NHS Foundation Trust, Maudsley
Simulation, London, United Kingdom
∗ Corresponding author.
Introduction High fidelity simulation training has a rich history
in medical education. However, simulation as an education tool in
psychiatry has been underused and neglected. More recently, clin-
ical educators have begun to harness the potential of simulation in
psychiatry, with increased usage at under- and postgraduate lev-
els. An essential element of simulation training is the debrief that
takes place with participants and observers following simulated
scenarios. Current practices in simulation for psychiatry often rely
on debrief models primarily designed for non-psychiatry training.
Aims and objectives This project aimed to develop a specialised
debrief model for simulation training in psychiatry.
Methods The research team undertook a thorough literature
search to identify existing approaches to simulation debriefing,
and key theoretical constructs. Clinical educators from psychiatry
and non-psychiatry disciplines were invited to attend focus groups
to explore the use and key elements of structured and reflective
debriefs in simulation. Focus groups were transcribed and analysed
using thematic analyses.
Results Literature searching identified various debrief models
that have been used in psychiatry and non-psychiatry disciplines.
Pertinent educational theory was highlighted, such as experiential
learning and adult learning. Focus groups highlighted adaptations
required to tailor a debrief model to simulation in psychiatry, such
as the containing of emotions and use of didactic sessions.
Conclusions Findings identified key differences between debrief-
ing simulated scenarios in psychiatry compared to non-psychiatry.
These findings have been used to develop a preliminary debrief
model for simulation in psychiatry.
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.
EW0563
Psychiatry trainee burnout in the
United Kingdom: The BoSS study
J.N. Beezhold ∗ eezhold alik Lydall
A. Podlesek Jovanovic
1 Norfolk and Suffolk NHS Foundation Trust, Mental Health Liaison,
Norwich, United Kingdom
2 Innerhour, Innerhour, Mumbai, India
3 HSSD, General Psychiatry, Guernsey, United Kingdom
4 University of Ljubljana, Department of Psychology, Ljubljana,
Slovenia
5 Queen Mary University of London, Unit for Social and Community
Psychiatry, London, United Kingdom
∗ Corresponding author.
Introduction Burnout syndrome is defined by three domains:
emotional exhaustion, cynicism and reduced professional efficacy.
Junior doctors have a high susceptibility to burnout reflected in
the high prevalence identified in previous work. This is a signifi-
cant issue as burnout has measurable effects on work performance.
There has been limited research conducted on burnout in psychia-
try trainees in the United Kingdom.
Aim This paper takes a step towards addressing this gap by
extracting the data concerning UK psychiatric trainees collected
in the international burnout syndrome study (BoSS), which aimed
to assess the prevalence and contributing factors of burnout among
psychiatric trainees from over 20 countries, and presenting the
findings concerning UK trainees.
Method Data collected included demographic data and informa-
tion related to working hours, bullying, harassment and stalking,
supervision, suicidal ideation, depression (PHQ−9), and a person-
ality trait assessment. Burnout syndrome was measured using the
Maslach burnout inventory (MBI-GS). A total of 3964 psychiatry
trainees in the UK were invited, of which 1187 (30%) responded
including 811 (20%) providing complete responses for MBI-GS.
Results The mean age was 33 years, and 49.1% of respondents
were male. Gender distribution of participants was the same as
non-participants. Mean scores were 2.6 for exhaustion, 2.1 for cyn-
icism and 4.5 for professional efficacy; and severe burnout was
found in 309 (38%).
Conclusion Three factors were positively associated with severe
burnout: long working hours, lack of clinical supervision and not
having regular time to rest.
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.
EW0564
Working hours of United Kingdom
psychiatric trainees: Findings from
the BoSS study
J.N. Beezhold ∗ eezhold Lydall alik
A. Podlesek Jovanovic
1 Norfolk and Suffolk NHS Foundation Trust, Mental Health Liaison,
Norwich, United Kingdom
2 HSSD, General Psychiatry, Guernsey, United Kingdom
3 Innerhour, Innerhour, Mumbai, India
4 University of Ljubljana, Department of Psychology, Ljubljana,
Slovenia
5 Queen Mary University of London, London, United Kingdom
∗ Corresponding author.
Introduction The international burnout syndrome study (BoSS)
examined burnout in psychiatry trainees and associated factors.
Long working hours were significantly associated with burnout.
Aims A high rate of severe burnout in UK psychiatric trainees
(38%) was found in the BoSS study. This paper looks at the working
hours of UK trainees.
Methods Data collected during the BoSS study included informa-
tion related to working hours, looking in particular at the working
time directive rules. A total of 3964 UK psychiatric trainees were
invited to take part, of which 1187 (30%) responded, and 811 (20%)
provided complete responses for working hours questions.
Results The mean age was 33 years, with 49.1% males and equal
gender distribution of participants and non-participants. The mean
hours of contracted work per week were 42.7 (42.2–43.2) for men,
versus 41.1 (40.4–42.0) for women. Actual hours worked were sig-
nificantly higher at 46.2 (45.0–47.4) for men and 46.0 (44.9–47.1)
for women. Forty-six percent of trainees breached one or more
working time directive (WTD) safety limits.
Conclusion Actual hours worked among psychiatric trainees in
the United Kingdom are about 10% higher than contracted hours.
Female trainees also work more uncontracted hours than male