xmltree corrections

docs/source/2015/PMC4478900.xml.rst

@@ -2,6 +2,8 @@
 Severn School of Psychiatry education fellowships: a new way to promote educational practice and research
 =========================================================================================================
 
+
+
 Rob Macpherson
 Sherlie Arulanandam
 Guy Undrill
@@ -56,26 +58,26 @@ 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
-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
-training to engage with the entirety of the new consultant role.
+advanced trainees :sup:`1` 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 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
-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
-aspects of their new consultant roles, it is important to prepare them
-fully for the educational role as the majority will become trainers. A
-smaller group will go on to develop higher-level training
-responsibilities, such as tutor, training programme directors, DME or
-head of school role. Project management has the potential to facilitate
-development across a wide range of areas because of its multifaceted
-nature and the requirement to work across a variety of interfaces.
+initiative described elsewhere, :sup:`2` 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 aspects of
+their new consultant roles, it is important to prepare them fully for
+the educational role as the majority will become trainers. A smaller
+group will go on to develop higher-level training responsibilities, such
+as tutor, training programme directors, DME or head of school role.
+Project management has the potential to facilitate development across a
+wide range of areas because of its multifaceted nature and the
+requirement to work across a variety of interfaces.
 
 .. _S2:
 
@@ -313,16 +315,16 @@ 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
-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
+literature, :sup:`3` 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
-1 <#box1>`__) and recognition of these featured frequently in feedback
-from consultants and educational fellows.
+been associated with effective leadership :sup:`4` (`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:`4`
 
 Modelling the way – leading by example in a manner that is consistent
 with leader’s stated values. Inspiring a shared vision – developing a
@@ -337,19 +339,19 @@ 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:`5`
+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:`6` 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
@@ -376,39 +378,6 @@ timed to fit better with the project timeline.
 Work carried out in The Severn School of Psychiatry, Health Education
 England SW.
 
-.. container:: references csl-bib-body hanging-indent
-   :name: refs
-
-   .. container:: csl-entry
-      :name: ref-R1
-
-      n.d.a.
-
-   .. container:: csl-entry
-      :name: ref-R2
-
-      n.d.b.
-
-   .. container:: csl-entry
-      :name: ref-R3
-
-      n.d.c.
-
-   .. container:: csl-entry
-      :name: ref-R4
-
-      n.d.d.
-
-   .. container:: csl-entry
-      :name: ref-R5
-
-      n.d.e.
-
-   .. container:: csl-entry
-      :name: ref-R6
-
-      n.d.f.
-
 .. [1]
    **Rob Macpherson** is a consultant psychiatrist and head of School of
    Psychiatry, Health Education England, Cheltenham. **Sherlie