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.

scholarly journals Community gynaecology

2005 ◽  
Vol 4 (12) ◽  
pp. 345-346
Author(s):  
Cathy Tupper
Keyword(s):  
Primary Care ◽  
Family Planning ◽  
Clinical Effectiveness ◽  
Standards Of Care ◽  
Family Planning Services ◽  
Specialist Registrar ◽  
Level Training ◽  
Registrar Training ◽  
And Training

Community gynaecology is a new subspeciality within gynaecology and encompasses the disciplines of family planning and sexual health. Basic diploma level training is available for postgraduate trainees in primary care and gynaecology, but in addition there is now specialist registrar training over three years for consultant posts in community gynaecology. In addition, the Faculty of Family Planning (www.ffprhc.org.uk) sets and monitors standards and training in primary and secondary care arenas, maintains uniform standards of care with clinical effectiveness guidelines, and provides ongoing accred-itation. Cathy Tupper describes the evolving role of her subspeciality, which has kept many of the aspects of the former family planning services such as walk-in clinics and self-referrals that made the work so variable and the service so accessible.

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.

scholarly journals POLA PENDIDIKAN BERBASIS TAREQAT QADIRIYAH WAN NAQSABANDIYAH DI PONDOK PESANTREN ASSALAFI AL-FITRAH SURABAYA

2017 ◽  
Vol 5 (1) ◽  
pp. 138
Author(s):  
Moh. Taufiq
Keyword(s):  
Qualitative Research ◽  
Teaching Methods ◽  
Analysis Data ◽  
The Other ◽  
Depth Interview ◽  
Question And Answer ◽  
Long Life ◽  
And Training ◽  
Bahasa Indonesia

<p><strong>Bahasa Indonesia:</strong></p><p>Penelitian kualitatif ini dilakukan di Pondok Pesantren As&gt;salafi Al-Fit}ra&gt;h Surabaya. Pengumpulan datanya dilakukan dengan metode observasi, wawancara mendalam dan analisis dokumentasi. Kemudian data dianalisa menggunakan teknik analisa induktif berdasarkan tipologi data dan konsep sebelum melakukan interpretasi. Pendidikan berbasis <em>T}areqat </em><em>Qa&gt;diriyah wa&gt;n Naqsyaba&gt;ndiyah</em> adalah bimbingan, pengajaran dan pelatihan yang dilakukan oleh <em>murs}hid, </em>guru, <em>T}areqat </em><em>Qa&gt;diriyah wa&gt;n Naqsyaba&gt;ndiyah</em> terhadap murid yang berlangsung sepanjang hayat untuk mensucikan jiwa, menjernihkan hati dengan mendekatkan diri kepada Allah SWT. Murid adalah seseorang yang masuk <em>T}areqat Qa&gt;diriyah wa&gt;n Naqsyaba&gt;ndiyah</em> dan telah berbaiat kepada guru/ murs}hid. Adapun tujuannya adalah pendekatan diri kepada Allah <em>(taqarru&gt;b ila&gt; Alla&gt;h</em><em>)</em>, pembersihan hati <em>(tasfiyah al-qalb)</em><em> </em>dan penyucian jiwa <em>(tazkiyat al-Nafs). </em>Materi ajarannya meliputi empat ajaran pokok yaitu; 1) Kesempurnaan suluk, 2) Akhlaq Murid, 3) <em>Dhikir,</em>dan <em> </em>4) <em>Mura&gt;qa&gt;bah</em><em>.</em> Dan metode yang digunakan adalah ceramah, tanya jawab, demonstrasi, penugasan, <em>mujahadah</em>, <em>tajribah</em>, dan <em>khalwat/ ’uzlah</em>. Terdapat tiga pola pengajaran yang disampaikan di ponpes ini, pertama yaitu pendidikan, kedua <em>risalah</em> dan yang ketiga <em>kewad}ifahan</em>. Pendidikan yang diberikan di pondok pesantren ini merupakan kolaborasi ilmu kitab kuning dengan pengetahuan umum. Adapun hal-hal yang lainnya sama dengan pendidikan berbasis <em>T}areqat </em><em>Qa&gt;diriyah wa&gt;n Naqsyaba&gt;ndiyah</em><em> </em>pada umumnya.</p><p><strong><br /></strong></p><p><strong>English:</strong></p><p>This qualitative research was conducted at Pondok Pesantren As&gt;salafi Al-Fit}ra&gt;h Surabaya. Data was collected by observation, in-depth interview, and documentation analysis. Data was analyzed inductively based upon its typology of data and concepts before interpreted. The education based upon <em>T}areqat </em><em>Qa&gt;diriyah wa&gt;n Naqsyaba&gt;ndiyah</em> is a long-life guidance, learning, and training under a <em>murs}hid</em> of <em>T}areqat </em><em>Qa&gt;diriyah wa&gt;n Naqsyaba&gt;ndiyah</em> in purpose of purifying soul and cleansing heart along with bringing the soul closer to Allah SWT. Disciple in the <em>T}areqat Qa&gt;diriyah wa&gt;n Naqsyaba&gt;ndiyah</em> has taken an oath to the teacher / murs}hid. The purpose of his training are taking closer to Allah <em>(taqarru&gt;b ila&gt; Alla&gt;h</em><em>)</em>, cleansing the heart <em>(tasfiyah al-qalb)</em><em> </em>and purifying soul <em>(tazkiyat al-Nafs).</em> The etaching materials involves four main teachings, such as 1) the perfection of suluk, 2) disciples’ practices of virtue, 3) remembering the Almighty, and 4) <em>Mura&gt;qa&gt;bah</em><em>.</em> Teaching methods include lecturing, question and answer, demosntration, tasking, , <em>mujahadah</em>, <em>tajribah</em>, and <em>khalwat/ ’uzlah</em>. There are three types of learning in this pesantren, such as education, <em>risalah (messaging), </em>and<em> </em><em>kewad}ifahan</em>. The education in this pesantren is a collaboration between the yellow scipture learning and secular science. The other aspects of education are the same as that of in pesantren with <em>T}areqat </em><em>Qa&gt;diriyah wa&gt;n Naqsyaba&gt;ndiyah</em><em> </em>style.</p>

Developmentally appropriate pedagogies and training needs among Senior High School teachers in the new normal: a comparative study

2021 ◽  
Vol 4 (4) ◽  
pp. 181-185
Author(s):  
Ben Fermin Quitorio Abuda ◽  
Kareen Dionesia R Rivera ◽  
Jestoni C Orque
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teaching Methods ◽  
Developmentally Appropriate ◽  
Academic Competence ◽  
Training Needs ◽  
Senior High School ◽  
School Teachers ◽  
Service Training ◽  
And Training

In-service training programs in any organization enable employees to carry out their responsibilities concerning the organizations' standard and effective delivery. In the pandemic, there is an uprising concern among educators on delivering instruction and their readiness to do so. Hence, a descriptive-comparative approach was conducted to investigate senior high school teachers' readiness on developmentally appropriate pedagogies and their training needs. The data was collected using a researcher-developed electronic-based survey instrument thru Google Form among 35 senior high school teachers in Dolores National High School. The data analyses include mean computation in assessing respondents' level of academic competence, the median for readiness on developmentally appropriate pedagogies and training needs, and non-parametric Mann Whitney U-test and Kruskal Wallis H-test on the significant difference of teacher readiness when compared according to their academic competence indicators. Findings revealed that the majority of the senior high school teachers possessed low academic competence, were exposed to developmentally appropriate pedagogies on teaching methods and modes of assessment and needed immediate training in managing learners with multiple intelligences and learning styles and provided instruction via electronic or distance learning mode. Also, results revealed a significant gap in the respondents' exposure to developmentally appropriate teaching methods compared to their training acquired (p = .002). Hence, the researcher recommends reviewing schools' in-service training and directing them in preparing senior high school teachers to deliver new-normal-based education.

scholarly journals Research activity of specialist registrars

2004 ◽  
Vol 28 (5) ◽  
pp. 180-182 ◽  
Author(s):  
Rachel Petrie ◽  
Kay Anderson ◽  
Elizabeth Hare ◽  
Neil Mayfield ◽  
Rebecca Tipper
Keyword(s):  
Research Work ◽  
Similar Proportion ◽  
First Year ◽  
Research Experience ◽  
Relevant Research ◽  
Research Activity ◽  
Specialist Registrar ◽  
Conducting Research ◽  
Published Research ◽  
And Training

Aims and MethodThere has been much discussion about the productivity and training value of protected research sessions at specialist registrar (SpR) level. We used questionnaire survey to investigate the research experience of senior psychiatric SpRs and first-year psychiatric consultants in Scotland.ResultsThe survey had an 80% response rate. Two-thirds of respondents were able to take protected research sessions, and a similar proportion had published research work during their higher training. Specific difficulties in conducting research are identified and discussed.Clinical ImplicationsScottish SpRs in psychiatry are usually able to protect research sessions, but experience difficulties with lack of experience, resources and supervision. Almost a third of those near the end of their training have published nothing. It is important to explore options other than research projects to gain relevant research experience.

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
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