Preparing trainees for the MRCPsych examinations

2007 ◽  
Vol 13 (4) ◽  
pp. 239-250 ◽  
Author(s):  
Christopher A. Vassilas ◽  
Tarun Kuruvilla ◽  
Vinesh Gupta ◽  
Maha El-Nadeef
Keyword(s):  
Royal College ◽  
Good Deal ◽  
Theoretical Background ◽  
Simulated Patients ◽  
Recruitment And Retention ◽  
Assessment Programme ◽  
Workplace Based Assessment

This article is aimed at organisers of courses for the Royal College of Psychiatrists' membership examinations (MRCPsych) and College tutors preparing trainees for the MRCPsych. Running revision courses requires planning and a good deal of work but should be possible for most MRCPsych preparation courses. The theoretical background of assessments is explained. An overview of the type of examination used in the MRCPsych is provided and advice as to how trainees can best prepare for them given. Advice is given on the recruitment and retention of examiners for mock clinical exams, how to deal with simulated patients and what equipment is useful to buy for the use of trainees. We also explain how trainees can practice for the written papers and how feedback is best given to them. The new MRCPsych formal examination and workplace-based assessment programme are also discussed.

scholarly journals What impact do undergraduate experiences have upon recruitment into psychiatry?

2007 ◽  
Vol 31 (2) ◽  
pp. 70-72 ◽  
Author(s):  
John M. Eagles ◽  
Sam Wilson ◽  
Jane M. Murdoch ◽  
Tom Brown
Keyword(s):  
Royal College ◽  
Undergraduate Teaching ◽  
Recruitment And Retention ◽  
Retirement Intentions

The Scottish Division of the Royal College of Psychiatrists conducted a survey of members and fellows in 2003 on recruitment and retention within psychiatry. Responses relating to retirement intentions of consultants have been published previously (Eagleset al, 2005). Respondents were asked to give views about improving recruitment, and by far the most common suggestion was that this could be achieved by enhancing undergraduate teaching in psychiatry. This paper will discuss the ways in which undergraduate experiences may have an impact upon recruitment.

scholarly journals Trainee views on active problems and issues in UK psychiatry

2000 ◽  
Vol 24 (9) ◽  
pp. 336-338 ◽  
Author(s):  
Rowan Wilson ◽  
Catherine L. Corby ◽  
Maria Atkins ◽  
Geoff Marston
Keyword(s):  
Royal College ◽  
National Level ◽  
Clinical Implications ◽  
Recruitment And Retention ◽  
Public Expectations ◽  
The Uk

Aims and MethodA questionnaire sent to trainees in three regions of the UK asked them which current issues they felt were most important in psychiatry. Comments were invited of ways to improve the UK practice of psychiatry.ResultsTrainees from each of the regions were concerned about inadequate resourcing, public expectations, manpower and quality of training. Solutions to these problems were collated.Clinical ImplicationsThe opinion of trainees reflects the recent initiatives undertaken by the Royal College of Psychiatrists to improve recruitment and retention. Consultants and trainees have similar concerns, which need to be addressed and monitored at a local and national level.

scholarly journals Improving quality of psychiatry training in Northern Ireland through the introduction of postgraduate education fellows

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S127-S127
Author(s):  
Catherine Boucher ◽  
Roisin Connolly ◽  
Michael Doris ◽  
Colin Gorman ◽  
Michael McMorran ◽  
...  
Keyword(s):  
Northern Ireland ◽  
Royal College ◽  
Postgraduate Education ◽  
Training Programme ◽  
Baseline Data ◽  
Pass Rate ◽  
Simulated Patients ◽  
Teaching Programme ◽  
Psychiatry Education ◽  
Starting Point

AimsTo improve postgraduate psychiatry education and training in Northern Ireland.BackgroundHistorically within Northern Ireland there has been a postgraduate Member of the Royal College of Psychiatrists (MRCPsych) teaching programme delivered to core trainees in preparation for MRCPsych examinations. There has been no official teaching programme for higher trainees. Northern Ireland Medical and Dental Training Agency (NIMDTA), in collaboration with the Royal College of Psychiatrists in Northern Ireland and all five Trusts developed the novel idea of introducing Postgraduate Education Fellows, to oversee and improve core training, and to develop a bespoke higher training programme.The Postgraduate Education Fellows met to collate information from various sources in relation to issues within the current teaching programme and address these along with the development of new initiatives. The fellows further act as a point of contact for all trainees within their Trust to provide advice and support with education if needed.MethodOne higher trainee was appointed to the role of Postgraduate Education Fellow in each Trust within the NIMDTA deanery for a term of 1 year.The starting point was delivering the pre-established teaching timetable and gaining feedback from core trainees to identify areas for improvement. The next phase involved piloting traditional and contemporary methods of feedback. A further development was designing a mock paper A delivered under exam conditions. Two mock Clinical Assessment of Skills and Competencies (CASC) exams were organised under exam conditions, offering other trainees the opportunity to act as simulated patients and examiners.The third aspect of this role involved creating a programme of higher trainee seminars. Baseline data were collated and identified key areas that higher trainees felt they needed further training and guidance in.ResultUsing baseline data on the current teaching programme and from higher trainees as well as incorporating quality improvement methodology, we have been making small changes to each aspect of the teaching programme and evaluating the changes made. The feedback from trainees has been positive as evidenced by quantitative and qualitative feedback. 8 candidates sat our first mock CASC with a 100% pass rate in their MRCPsych CASC examination. There has been a positive response to the higher trainee seminar programme.ConclusionThis programme has produced good outcomes to date and sets foundations for the future development of post graduate psychiatry education in Northern Ireland.

scholarly journals Case-based discussion

2011 ◽  
Vol 17 (2) ◽  
pp. 85-90 ◽  
Author(s):  
Nick Brown ◽  
Gareth Holsgrove ◽  
Sadira Teeluckdharry
Keyword(s):  
Medical Education ◽  
Royal College ◽  
Postgraduate Medical Education ◽  
Assessment Programme ◽  
The Usa ◽  
Practical Guidance ◽  
The Uk ◽  
Potential Use ◽  
Case Based

SummaryCase-based discussion has been a key element of the assessment programme for psychiatrists in training under the guidance of the Royal College of Psychiatrists since 2007. Its incorporation within systems for recertification and thus revalidation for psychiatrists in established practice has now been piloted. This article discusses the origins of the instrument in Canada and the USA before describing its use in the UK. Case-based discussion is placed within the context of contemporary postgraduate medical education and the curricula of the College, offering practical guidance on how best to use this method for the assessment of reasoning and judgement. Finally, some questions are posed regarding the potential use of case-based discussion in the proposals for revalidation.

scholarly journals Developing a virtual mock casc for trainees

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S158-S158
Author(s):  
Laura Somerville ◽  
Peter McMurray ◽  
Vivian Sing ◽  
Stephanie Campbell ◽  
Meta McGee
Keyword(s):  
Northern Ireland ◽  
Royal College ◽  
Clinical Teaching ◽  
Ease Of Use ◽  
Simulated Patients ◽  
Free Text ◽  
Face To Face ◽  
Qualitative Feedback ◽  
Digital Format ◽  
The Face

AimsThe restrictions experienced due to the COVID-19 pandemic had impacts on how clinical teaching and assessment is conducted. The Royal College of Psychiatrists decided to run the final part of the membership exam, the Clinical Assessment of Skills and Competencies (CASC) online for the first time in September 2020. We aimed to prepare candidates in the Northern Ireland deanery for this by developing a virtual mock examination using the Zoom platform.MethodIn previous years, higher psychiatry trainees in the Northern Ireland deanery have run successful face to face mock examinations to help pre-membership trainees prepare for the CASC. We adapted some of this material to our virtual examination. 16 stations were run in total, in two circuits of eight. These stations were mapped to the Royal College CASC blueprint. Higher trainees were recruited to act as examiners, with core trainees acting as simulated patients. The mock examination was advertised through the local deanery and all candidates sitting in September availed of the opportunity (a total of 8 trainees).Zoom was used as the platform due to ease of use, familiarity and breakout room function. Each station formed one breakout room, and a facilitator moved candidates between rooms and provided timing prompts. Instructions were emailed to candidates in advance.A comfort break was provided between circuits. At the end of the mock examination, everyone was returned to the main room and examiners gave general feedback and tips. Individual feedback was provided by collating mark schemes for each candidate, which included free text feedback, and sending these via email.ResultDespite the evident challenges involved, the mock CASC ran smoothly. There was one minor delay of approximately 3 minutes due to technical difficulties, which was easily recouped. We obtained qualitative feedback from candidates which was positive, with trainees commenting that they felt “more at ease … less worried” about a digital exam, and that it was “efficient and effective”.All candidates who sat the mock examination were successful in the face to face CASC sitting which followed in September.ConclusionWe were able to successfully adapt what was previously an in-person mock CASC exam to the new digital format in a way that reflected how the actual CASC exam will run, and it was considered beneficial preparation by the candidates who sat this mock. This has improved trainee experience at a time when many teaching opportunities have been suspended.

scholarly journals Using qualitative methods, what factors do child & adolescent higher trainees and new consultants (within 1 year of appointment), report in choosing their higher training subspecialty?

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S280-S281
Author(s):  
Mary Parker ◽  
Jim Boylan ◽  
Nicholas Wolstenholme
Keyword(s):  
Thematic Analysis ◽  
Royal College ◽  
Demographic Data ◽  
Geographical Area ◽  
Real Life ◽  
List Type ◽  
Structured Interviews ◽  
Recruitment And Retention ◽  
Study Approach ◽  
North East

AimsThis Research aims to identify factors reported by recent and current trainees in choosing Child & Adolescent (C&A) Psychiatry for their higher training/career path. The hypothesis is that via thematic analysis prominent factors will emerge to inform future recruitment and retention.BackgroundThe need to attract more doctors into Psychiatry has been identified by NHS, Royal College of Psychiatrists and the Media; Health Education England figures show core psychiatry had lowest fill rates of any specialty in 2016,17 &18.Some subspecialties experience particular difficulties e.g. C&A. Royal College of Psychiatry analysis of workforce in March 2018 showed the numbers of C&A psychiatrists of all grades have fallen by 6.3% in four years and for consultants alone the decrease was 6.9% over the same period.However, very little research has been completed investigating why trainees might choose C&A Psychiatry with a literature search revealing only one report of C&A trainees views in the UK in 2006.MethodA qualitative design was chosen to provide insight into the factors affecting participants in choosing their career.The theoretical framework supporting the study relates to capturing experience via a case study approach, aiming to explore reported issues in a real life context and considering similarities in the cases to inform future recruitment.The Research was approved by The Health Research Authority and local Research & Development departments.Purposeful sampling was used with voluntary participation following informed consent and non-identifiable demographic data were collected and analysed quantatively.Semi-structured interviews to saturation were conducted with fourteen (N = 14) participants asked questions exploring their subspecialty choice. Responses were recorded and transcribed verbatim prior to thematic analysis, including triangulation via a co-coding process to check areas were not over-represented and/or subject to researcher thoughts and possible unconscious biases.ResultSemi-structured interviews included all North-East C&A trainees and 3 recently qualified Consultants.Demographics results included 5 male and 6 female participants and 6 non-UK graduates.Emergent themes were analysed into key findings including: –interest in children/specialty–specialty experience–supportive supervisors/team–work-life balance–opportunity to impact/intervene early.Limitations include study of a single geographical area and possible researcher bias.ConclusionThis Research provides novel findings re factors influencing career choice of C&A Psychiatry to inform future recruitment and retention. Clear themes have emerged re important recruitment/retention factors and the study highlights need for more research to investigate reasons why C&A is not chosen.

scholarly journals Psych Socs: student-led psychiatry societies, an untapped resource for recruitment and reducing stigma

2020 ◽  
Vol 44 (3) ◽  
pp. 91-95 ◽  
Author(s):  
Haridha Pandian ◽  
Zahra Mohamedali ◽  
George E. Chapman ◽  
Patricia Vinchenzo ◽  
Suhana Ahmed ◽  
...  
Keyword(s):  
Medical Students ◽  
Royal College ◽  
Healthcare Professionals ◽  
Recruitment And Retention ◽  
The Public ◽  
The Uk ◽  
Untapped Resource

Medical recruitment and retention are national problems. Psychiatry has been more affected than many specialties, as a result of stigma from the public and other healthcare professionals. The Royal College of Psychiatrists has undertaken several initiatives to redress this, notably the ‘Choose Psychiatry’ campaign. In this editorial we argue that student-led university psychiatry societies are a wonderful but frequently untapped resource to help attract the brightest and best medical students to our profession. We describe the activities of three ‘Psych Socs’ across the UK and propose next steps to continue this work.

Is CEX good for psychiatry? An evaluation of workplace-based assessment

2008 ◽  
Vol 32 (7) ◽  
pp. 271-273 ◽  
Author(s):  
Geoffrey F. Searle ◽  
Geoffrey F. Searle
Keyword(s):  
Clinical Examination ◽  
Theoretical Background ◽  
Core Element ◽  
Validity Data ◽  
Medical Careers ◽  
Workplace Based Assessment ◽  
Good For ◽  
The Uk

Workplace-based assessment is a core element of the changes introduced in Modernising Medical Careers (MMC), yet it has been sparsely researched in the UK and there are still psychometric and validity data needed to support its introduction. Supervisors and tutors are wary of it, but it could replace external clinical examinations leading to a Certificate of Completion of Training. The theoretical background of assessment in the workplace is ‘Miller's pyramid’ of competence in which the trainee progresses from ‘knowing’ (tested by paper exam), through ‘knows how’, to ‘shows how’ (tested by the Observed Standardised Clinical Examination), and finally ‘does’ (assessed in the workplace) (Miller, 1990).

Triple Fixation For Electron Microscopy

1968 ◽  
Vol 26 ◽  
pp. 90-91 ◽  
Author(s):  
M. A. Hayat
Keyword(s):  
Electron Microscopy ◽  
Endoplasmic Reticulum ◽  
Electron Beam ◽  
Plasma Membrane ◽  
Myelin Sheath ◽  
Good Deal ◽  
Granular Structure ◽  
Oxidizing Agent ◽  
Fixation Technique ◽  
Large Clusters

Potassium permanganate has been successfully employed to study membranous structures such as endoplasmic reticulum, Golgi, plastids, plasma membrane and myelin sheath. Since KMnO4 is a strong oxidizing agent, deposition of manganese or its oxides account for some of the observed contrast in the lipoprotein membranes, but a good deal of it is due to the removal of background proteins either by dehydration agents or by volatalization under the electron beam. Tissues fixed with KMnO4 exhibit somewhat granular structure because of the deposition of large clusters of stain molecules. The gross arrangement of membranes can also be modified. Since the aim of a good fixation technique is to preserve satisfactorily the cell as a whole and not the best preservation of only a small part of it, a combination of a mixture of glutaraldehyde and acrolein to obtain general preservation and KMnO4 to enhance contrast was employed to fix plant embryos, green algae and fungi.

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