Table 1 Considerations for supervisors and institutions in supporting residents

Emotional Support

1. Facilitate training for supervisors on common emotional and behavioural responses from trainees and how to support them after experiencing a patient suicide loss.

2. Create a structured postvention protocol for supervisors and trainees, with an emphasis on proactive communication and creating a safe space to process emotions.

Instrumental Support

1. Encourage top-down training and have resources available for psychiatrists about how to support trainees who have experienced the death of a patient by suicide.

2. Establish supports from a trained practitioner, such as a faculty advisor, to support both psychiatrists and residents around what to expect (institutional and program procedures, timelines, and medico-legal contacts, if indicated) and address challenges that may arise.

Professional and Existential Support

1. Encourage mentorship within the program, both between supervisors and trainees and amongst trainees. Consider creating a support network/program for residents to discuss adverse events with other learners who have been through similar experiences and/or have received specialized training in peer support.

2. Create formal avenues for external support for residents (e.g. psychiatrists not involved in the learner’s residency evaluations) with longitudinal check-ins throughout training.