Report: Conference on Key Issues in Post-Graduate Psychiatric Education in Canada

1986 ◽  
Vol 31 (8) ◽  
pp. 705-707 ◽  
Author(s):  
J. Paris ◽  
H. Kravitz ◽  
R. Prince
Keyword(s):  
Royal College ◽  
Chronic Care ◽  
Graduate Training ◽  
Psychotherapy Training ◽  
Psychiatric Education ◽  
Residency Programs ◽  
Post Graduate ◽  
Post Graduate Training ◽  
Key Issues ◽  
Licensure Requirements

At a national conference in 1985, the Royal College guidelines for post-graduate training in psychiatry in Canada were reviewed. The topics considered included geriatrics, consultation-liaison, chronic care, out-patient, and psychotherapy training, as well as pre-licensure requirements and examinations. The recommendations will be used by the Royal College in reformulating its requirements for pychiatric residency programs.

scholarly journals The development of psychiatric education in the United Kingdom

1991 ◽  
Vol 15 (10) ◽  
pp. 631-634 ◽  
Author(s):  
F. E. James
Keyword(s):  
United Kingdom ◽  
18Th Century ◽  
Graduate Training ◽  
Psychiatric Education ◽  
Royal Hospital ◽  
Post Graduate ◽  
The United Kingdom ◽  
Post Graduate Training ◽  
Psychological Medicine ◽  
The Subject

Although there was some specialist interest in teaching psychological medicine in the 18th century, it was the Asylum Acts of 1808 and 1845 which made the subject a speciality and was responsible for drawing attention to the need for undergraduate and post-graduate training. By 1827 Alexander Morison was giving lectures on insanity in Scotland, to be followed by Dr W. A. F. Browne who, in 1836, was giving a series of lectures at the Montrose Asylum which he repeated at the Crichton Royal Hospital in 1851. Dr D. Skae of Morningside Asylum also gave lectures and clinical demonstrations on insanity from 1846. Edinburgh students benefited from teaching in insanity by Thomas Laycock, professor of medicine following his appointment in 1851 (Crichton Browne, 1851).

EXPERIENCE IN THE IMPLEMENTATION OF CONTINUOUS INTEGRATED TRAINING SYSTEM FOR SPECIALISTS OF MEDICO-PREVENTIVE BUSINESS IN THE SVERDLOVSK REGION

2018 ◽  
pp. 5-10
Author(s):  
O.P. Kovtun ◽  
S.V. Kuzmin ◽  
O.V. Dikonskaya ◽  
B.I. Nikonov ◽  
V.B. Gurvich ◽  
...  
Keyword(s):  
Graduate Training ◽  
Training System ◽  
The State ◽  
Post Graduate ◽  
Post Graduate Training ◽  
Medical University ◽  
Long Term Experience ◽  
Modern Technologies

The paper presents long-term experience of interaction between practitioners of the State Sanitary and Epidemiological Service (until 2005) and Rospotrebnadzor (since 2005), the institutions of science for Rospotrebnadzor, Ural State Medical University in preparing graduates of a medical-preventive profile, starting from pre-university work with schoolchildren to the introduction of modern technologies of practice-oriented training of students, specialists post-graduate training of the State Sanitary and Epidemiological Service and Rospotrebnadzor.

EC4 European Syllabus for Post-Graduate Training in Clinical Chemistry. Version 2 – 1999

1999 ◽  
Vol 37 (11-12) ◽  
Author(s):  
B. Bousquet ◽  
P. J. Brombacher ◽  
S. Zérah ◽  
G. H. Beastall ◽  
V. Blaton ◽  
...  
Keyword(s):  
Graduate Training ◽  
Clinical Chemistry ◽  
Post Graduate ◽  
Post Graduate Training

scholarly journals Postgraduate study in national academic systems (experience of Germany and USA)

2013 ◽  
pp. 170-177
Author(s):  
S. A. Dushina ◽  
N. A. Ashcheulova
Keyword(s):  
Doctoral Students ◽  
Graduate Training ◽  
Special Focus ◽  
Graduate Courses ◽  
Post Graduate ◽  
The Public ◽  
Postgraduate Study ◽  
Key Points ◽  
Public Recognition ◽  
Post Graduate Training

This paper investigates the German and USA system of post-graduate training, with a special focus on the institutional features of the postgraduate courses. Based on the German statistical databases, it undertakes a detailed analysis of sociodemographic characteristics for doctoral students (рromovierende), the types of employment, the financing of projects. This paper will also highlight the peculiarities of mobility processes in the framework of the national post-graduate courses. The authors take note that the key points for the organization of scientific research are the public recognition of science and social status of scientists.

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