Geographical transfers in specialist registrar training

BMJ ◽  
2001 ◽  
Vol 322 (7280) ◽  
pp. 2-2 ◽  
Author(s):  
C. Newlands
Keyword(s):  
Specialist Registrar ◽  
Registrar Training

scholarly journals Regional specialist registrar training day – our experience

2007 ◽  
Vol 31 (1) ◽  
pp. 34-34
Author(s):  
Raghu Paranthaman ◽  
Faouzi Dib Alam
Keyword(s):  
Specialist Registrar ◽  
Registrar Training

scholarly journals Lessons learned from a failed research project

2004 ◽  
Vol 28 (8) ◽  
pp. 301-303 ◽  
Author(s):  
Girish Vaidya
Keyword(s):  
Royal College ◽  
Evidence Based Medicine ◽  
Lessons Learned ◽  
Evidence Based ◽  
Research Experience ◽  
Research Project ◽  
Specialist Registrar ◽  
Based Medicine ◽  
Registrar Training

There has been a significant emphasis on research experience in the years of specialist registrar training (Royal College of Psychiatrists, 1998). It has also been acknowledged that in reality many specialist registrars find it difficult to start a research project and complete it within the 3 years of specialist registrar training (Allsopp et al, 2002). There have been various suggestions about how the ‘research day’ can be used more gainfully – in acquiring skills in evidence-based medicine (Ramchandani et al, 2001); or in preparing to be a consultant.

Specialist registrar training: what still needs to be improved?

2003 ◽  
Vol 64 (3) ◽  
pp. 173-176 ◽  
Author(s):  
Elisabeth Paice ◽  
Robert Ginsburg
Keyword(s):  
Specialist Registrar ◽  
Registrar Training

scholarly journals SWOPT – the South-West Organisation for Psychiatric Training

2004 ◽  
Vol 28 (4) ◽  
pp. 147-148
Author(s):  
R. Macpherson ◽  
G. Harrison ◽  
A. James ◽  
M. Curtice ◽  
P. McPhee
Keyword(s):  
Personal Development ◽  
Continuing Professional Development ◽  
House Officer ◽  
Psychiatric Training ◽  
Generic Skills ◽  
Specialist Registrar ◽  
Core Skills ◽  
South West ◽  
Educational Supervision ◽  
Registrar Training

There are major challenges in providing training for psychiatrists in the modern National Health Service (NHS). Senior house officer and specialist registrar training has been reorganised to focus on core skills and competencies, and is monitored through educational supervision and the Record of In-Training Assessment (RITA) process. For consultants, the development of appraisal and revalidation are linked to formalised approaches to continuing professional development and personal development (Royal College of Psychiatrists, 2001). Increasingly, training is self-directed and psychiatrists have to effectively evaluate and plan for their individual educational needs. They must be able to access good quality, structured training, to develop and maintain a range of specific and generic skills.

scholarly journals Higher specialist training in child and adolescent psychiatry: a survey of academic programmes

2006 ◽  
Vol 30 (1) ◽  
pp. 19-23
Author(s):  
Tim Hawkins ◽  
Alison Lee ◽  
Helen Stephens ◽  
Gisa Matthies ◽  
Alison Bailey
Keyword(s):  
Teaching Methods ◽  
Postal Questionnaire ◽  
Child And Adolescent Psychiatry ◽  
Local Planning ◽  
Specialist Registrar ◽  
Protected Time ◽  
Active Involvement ◽  
Registrar Training ◽  
And Training ◽  
Academic Programme

Aims and MethodAcademic programmes are mandatory in child psychiatry specialist registrar training. A postal questionnaire survey was undertaken to explore the views of specialist registrars and academic programme coordinators identified nationally with regard to their local academic programme.ResultsSixty per cent of specialist registrars (152 out of 253) and 90% of coordinators (17 out of 19) responded. All schemes offered an academic programme with protected time. Teaching methods were diverse, and satisfaction varied within and between schemes, with trainees reporting greater satisfaction associated with active involvement of coordinators.Clinical ImplicationsThe authors provide recommendations for local planning of academic programmes. The authors request the assistance of CAPSAC in standardising the appointment and training of coordinators and facilitating their release from clinical commitments.

scholarly journals Is specialist registrar training in cognitive therapy effective?

1999 ◽  
Vol 23 (10) ◽  
pp. 603-607
Author(s):  
Steve Moorhead ◽  
Jan Scott
Keyword(s):  
Cognitive Therapy ◽  
Effect Size ◽  
Clinical Effectiveness ◽  
Drop Out ◽  
Specialist Registrar ◽  
Drop Out Rate ◽  
Psychometric Data ◽  
Cluster B Personality Disorders ◽  
Registrar Training ◽  
And Training

Aims and methodThis paper describes the characteristics and outcome of the first 20 patients seen by a newly appointed specialist registrar in cognitive therapy. The outcome of the first (cases 1–10) and second (cases 11–20) cohorts were evaluated to assess if training had any impact on clinical effectiveness.ResultsComorbidity was common, but more patients improved following the intervention (effect size=0.64–1.34). The 25% therapy drop-out rate was comparable with previously reported rates. Four out of five patients who dropped out had Cluster B personality disorders. The two cohorts showed similar baseline characteristics, but the second cohort showed improved outcome (effect size of training=0.89–1.04) and had a significantly shorter course of therapy (P=0.02).Clinical ImplicationsSpecialist registrar training in cognitive therapy provides experience in treating a wide variety of mental disorders. The routine collection and analysis of clinical and psychometric data helps identify training effectiveness and training needs. The data demonstrate that training was associated with improved patient outcomes.

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