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 General adult and old age psychiatry specialist registrar training – crisis looming?

2003 ◽  
Vol 27 (04) ◽  
pp. 152-154
Author(s):  
Denise Cope
Keyword(s):  
Old Age ◽  
Training Programme ◽  
Postal Questionnaire ◽  
Psychiatric Training ◽  
Specialist Registrar ◽  
Training Scheme ◽  
Adult Psychiatry ◽  
Old Age Psychiatry ◽  
National Training ◽  
Registrar Training

Aims and Methods A postal questionnaire was sent to 31 Specialist Registrar Training Programme Directors in general adult and old age psychiatry in England, Scotland and Wales to ascertain the recruitment position on their training scheme and their views on recruitment. Results There was no recruitment to 24% of specialist registrar (SpR) posts. A 17% increase in national training numbers in general adult and old age psychiatry had occurred in the schemes surveyed during the past 2 years. An insufficient number of senior house officer (SHO) posts was identified by 42% of respondents and the unattractiveness of general adult psychiatry recorded by 58% of respondents as factors in under-recruitment. Implications Under-recruitment at consultant level in general adult and old age psychiatry is being replicated at specialist registrar level. Trainees are not being encouraged into higher psychiatric training by increasing specialist registrar national training numbers. Insufficient SHO posts and the perceived unattractiveness of general adult psychiatry appear as significant factors contributing to poor recruitment at SpR level.

scholarly journals General adult and old age psychiatry specialist registrar training – crisis looming?

2003 ◽  
Vol 27 (4) ◽  
pp. 152-154 ◽  
Author(s):  
Denise Cope
Keyword(s):  
Old Age ◽  
Training Programme ◽  
Postal Questionnaire ◽  
Psychiatric Training ◽  
Specialist Registrar ◽  
Training Scheme ◽  
Adult Psychiatry ◽  
Old Age Psychiatry ◽  
National Training ◽  
Registrar Training

Aims and MethodsA postal questionnaire was sent to 31 Specialist Registrar Training Programme Directors in general adult and old age psychiatry in England, Scotland and Wales to ascertain the recruitment position on their training scheme and their views on recruitment.ResultsThere was no recruitment to 24% of specialist registrar (SpR) posts. A 17% increase in national training numbers in general adult and old age psychiatry had occurred in the schemes surveyed during the past 2 years. An insufficient number of senior house officer (SHO) posts was identified by 42% of respondents and the unattractiveness of general adult psychiatry recorded by 58% of respondents as factors in under-recruitment.ImplicationsUnder-recruitment at consultant level in general adult and old age psychiatry is being replicated at specialist registrar level. Trainees are not being encouraged into higher psychiatric training by increasing specialist registrar national training numbers. Insufficient SHO posts and the perceived unattractiveness of general adult psychiatry appear as significant factors contributing to poor recruitment at SpR level.

scholarly journals Psychiatric training and the Caiman reforms Survey of third year senior house officers

1998 ◽  
Vol 22 (10) ◽  
pp. 635-638 ◽  
Author(s):  
Seonaid McCallum ◽  
Lisa McGilvray ◽  
Peter Bennie ◽  
Sue Whyte
Keyword(s):  
Clinical Training ◽  
Postal Questionnaire ◽  
Good Knowledge ◽  
Psychiatric Training ◽  
Clinical Implications ◽  
Specialist Registrar ◽  
Quality Of Teaching ◽  
The Impact ◽  
Registrar Training

Aims and methodAll third year senior house officers (SHOs) training in psychiatry in Scotland were canvassed by a postal questionnaire. They were asked about their views on training and the impact of the Caiman reforms in psychiatry.ResultsResults showed that 33% of trainees were not receiving one hour of consultant supervision per week. The quality of teaching in day release programmes was rated as average or poor by 75%. Three-quarters had not seen a copy of A Guide to Specialist Registrar Training, but had a good knowledge of the changes it proposed. Most were satisfied with their clinical training but expressed concerns about the Caiman reforms.Clinical implicationsThe loss of the registrar grade has extended the time trainees spend as SHOs and there was concern that there would be a loss of breadth of training. We intend to repeat the survey in mid–1999, by which time the Caiman changes should be fully operational in psychiatry.

Factors that inform the career choice of medical students: implications for otolaryngology

2002 ◽  
Vol 116 (10) ◽  
pp. 839-841 ◽  
Author(s):  
M. Ranta ◽  
S. S. M. Hussain ◽  
Q. Gardiner
Keyword(s):  
Medical Students ◽  
Career Choice ◽  
Role Models ◽  
House Officer ◽  
Career Progression ◽  
Senior House Officer ◽  
Specialist Registrar ◽  
Training Programmes ◽  
Medical Specialities

Knowledge of the factors that inform the career choice of medical students may help plan the workforce for medical specialities. To determine which factors inform the career choice of medical students we carried out a survey of medical students at the start of their educational block in Otolaryngology. Of 202 questionnaires handed out 169 were returned (84 per cent). Students were asked to rank factors according to their importance in their career choice. The single most important factor was career progression. Other factors include on-call commitment, teachers as role models, and the interest for a particular subject. At the present time progression from senior house officer grade to specialist registrar grade in Otolaryngology is delayed. If this issue is not addressed the influx of applicants into Otolaryngology training programmes will be reduced, limiting the pool from which candidates can be chosen for a career in Otolaryngology.

scholarly journals Two types of part-time registrar training in psychiatry

1995 ◽  
Vol 19 (3) ◽  
pp. 163-165 ◽  
Author(s):  
Erik van den Brink ◽  
Anja Sanders
Keyword(s):  
Personal Experience ◽  
Married Couple ◽  
Psychiatric Training ◽  
Part Time ◽  
Registrar Training

Little has been published by junior trainees of their experience of part-time training. This paper discusses two different arrangements of flexible training at registrar level based on the personal experience of a married couple where both partners wished to combine psychiatric training with childcare. Job-share by working alternate periods of six months is compared with being in separate flexible training posts as super numerary registrars.

scholarly journals The College

2005 ◽  
Vol 29 (4) ◽  
pp. 154-156
Author(s):  
Joe Bouch ◽  
Robert Jackson
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Personal Development ◽  
Peer Group ◽  
Continuing Professional Development ◽  
General Medical Council ◽  
Learning Objectives ◽  
Medical Council ◽  
Minimum Requirement ◽  
Development Plans

In April 2001 the College introduced personal development plans (PDPs) as the mechanism for achieving continuing professional development (CPD) objectives. We moved from an individual, retrospective points counting exercise to a prospective peer-group based activity centring on individuals' learning objectives (Royal College of Psychiatrists, 2001). The current CPD policy is due for review in 2005. It is largely in line with General Medical Council guidance, Continuing Professional Development (April 2004) and the Academy of Medical Royal Colleges, CPD: The Ten Principles. A Framework for Continuing Professional Development (February 2002), and major revision will not be necessary. Two significant changes will be incorporated in the new policy. The first is an audit procedure whereby a random 5% of returns will be subject to further scrutiny. This is a process audit and necessary for the quality assurance of the system as a whole (Bouch & Jackson, 2004). The second will allow us to complete up to 10 h of our 50-h minimum requirement for attending meetings, by engaging in online CPD activities.

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.

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