corrections

docs/source/2015/PMC4478900.xml.rst

@@ -56,7 +56,7 @@ assurance, review of educational processes, innovation and new methods
 of training/assessment. The Royal College of Psychiatrists’ curricula
 for advanced training in each specialty contain specific leadership
 domains and recommendations for training in this area, but a survey of
-advanced trainees\ :sup:`(n.d.a)` showed that many questioned how
+advanced trainees :sup:`(n.d.a)` showed that many questioned how
 prepared they felt for the role of consultant. The survey indicated they
 felt well prepared for the clinical role, but less prepared for leading,
 designing and changing services. There was felt to be a need for higher
@@ -65,7 +65,7 @@ training to engage with the entirety of the new consultant role.
 A business internship model, which now operates across all areas of the
 Severn School of Psychiatry, has provided opportunities for
 project-based management training. Similar to the paired learning
-initiative described elsewhere,\ :sup:`(n.d.b)` this has had wider
+initiative described elsewhere, :sup:`(n.d.b)` this has had wider
 benefits for the trainee population and also to the organisations where
 trainees have had opportunities to work on important trust management
 projects. We noted that as well as preparing trainees for the management
@@ -313,44 +313,43 @@ This paper presents a model for training advanced trainees in
 leadership, education and management through co-development of
 educational projects with senior educationalists in a school of
 psychiatry. It was apparent that, as reported in other educational
-literature,\ :sup:`(n.d.c)` effective leadership of the projects was
+literature, :sup:`(n.d.c)` effective leadership of the projects was
 associated with being proactive and fully engaged with the group
 affected by the project. The educational fellow and paired consultant
 needed to integrate a clear project focus and vision, with effective
 implementation, for projects to progress effectively. Five factors have
-been associated with effective leadership\ :sup:`(n.d.d)` (`Box
+been associated with effective leadership :sup:`(n.d.d)` (`Box
 1 <#box1>`__) and recognition of these featured frequently in feedback
 from consultants and educational fellows.
 
-**Box 1** Factors associated with effective leadership\ :sup:`(n.d.d)`
+**Box 1** Factors associated with effective leadership :sup:`(n.d.d)`
 
 Modelling the way – leading by example in a manner that is consistent
-with leader’s stated values.Inspiring a shared vision – developing a
-compelling vision of the future and enlisting the commitment of
-others.Challenging the process – being on the look-out for opportunities
-to improve the organisation and being prepared to experiment.Enabling
+with leader’s stated values. Inspiring a shared vision – developing a
+compelling vision of the future and enlisting the commitment of others.
+Challenging the process – being on the look-out for opportunities to
+improve the organisation and being prepared to experiment. Enabling
 others to act – promoting collaborative working; empowering others;
-building trust.Encouraging the heart – recognising individuals’
+building trust. Encouraging the heart – recognising individuals’
 contributions; celebrating accomplishments.
 
 Other feedback noted that a key process in this project was the
 development of senior educational faculty (including the advanced
 trainees) and the development of a collegiate culture based on the
 principles of coaching and mentoring, which can have benefits for
-educational satisfaction, academic and personal
-development.\ :sup:`(n.d.e)` There were obvious benefits for senior
-faculty in participation in this work and an aim of this project was to
-facilitate project management across the School, giving opportunities
-for the consultants to complete work that otherwise may not have been
-feasible. For the trainees, the project enabled holistic development,
-encompassing academic learning and the development of skills such as
-problem-solving and analysis. There is a need for training organisations
-to provide a portfolio of learning opportunities and resources, to
-facilitate the development of management and leadership skills among
-senior trainees.
+educational satisfaction, academic and personal development.
+:sup:`(n.d.e)` There were obvious benefits for senior faculty in
+participation in this work and an aim of this project was to facilitate
+project management across the School, giving opportunities for the
+consultants to complete work that otherwise may not have been feasible.
+For the trainees, the project enabled holistic development, encompassing
+academic learning and the development of skills such as problem-solving
+and analysis. There is a need for training organisations to provide a
+portfolio of learning opportunities and resources, to facilitate the
+development of management and leadership skills among senior trainees.
 
 The joint supervision sessions were valued by all participants. Others
-have noted\ :sup:`(n.d.f)` that it is the process of bringing many
+have noted :sup:`(n.d.f)` that it is the process of bringing many
 constituencies into debates that facilitates transformation, rather than
 restricting the process to a small number of consensual voices. Such
 ideas fit naturally with theory around ‘sense making’, which emphasises