scholarly journals Rotational Training Schemes in Psychiatry and Assessment of Trainees

1981 ◽  
Vol 5 (4) ◽  
pp. 73-76
Keyword(s):  
Professional Training ◽  
House Officer ◽  
Senior House Officer ◽  
Wide Range ◽  
Educational Programmes ◽  
Training Schemes ◽  
Main Components

Council have given consideration to the organization of rotational training schemes in psychiatry at senior house officer and registrar level and the assessment of trainees. Council are conscious of the wide range of opinion held within the profession about the content of general professional (i.e. pre-MRCPsych) training and the need for any guidance offered to be sufficiently flexible to accommodate a variety of viewpoints. Nonetheless, it is felt that reasonably clear advice can be given about the main components of general professional training. It is hoped that this report will be helpful to psychiatric tutors and others responsible for organizing training schemes. The College has already issued guidance on some of the matters with which this report is concerned in its pamphlet Educational Programmes for Trainees in Psychiatry and in an article entitled ‘Approval Visits: Guidelines on Criteria and Facilities for Training’ (Bulletin, September 1978, pp 158–59).

scholarly journals Senior house officer training in liaison psychiatry – are College guidelines being implemented?

2001 ◽  
Vol 25 (5) ◽  
pp. 191-193 ◽  
Author(s):  
S. Surlinson ◽  
E. Guthrie
Keyword(s):  
Postal Survey ◽  
House Officer ◽  
National Database ◽  
Senior House Officer ◽  
Officer Training ◽  
Liaison Psychiatry ◽  
Wide Range ◽  
Training Schemes ◽  
Further Development ◽  
Training Opportunities

Aims and MethodsTo determine whether the College guidelines in liaison psychiatry are being implemented, a survey of training opportunities at senior house officer (SHO) level was undertaken. A detailed postal survey was conducted in January 2000. Information was collected about the number and nature of SHO liaison psychiatry posts from a wide range of sources.ResultsNationally, 45.5 SHO posts in liaison psychiatry were identified. These were unevenly distributed, with a high number in London. Only five posts were available to general practitioner trainees. Nine regions anticipated an increase in training opportunities. Regional liaison representatives had incomplete knowledge of the availability of liaison training opportunities in their region.Clinical ImplicationsThe College guidelines to incorporate liaison experience into all training schemes have not been implemented. In four regions no training opportunities were identified whatsoever. A national database is needed to monitor training opportunities and inform further development of training posts.

scholarly journals The administration of general professional training schemes in psychiatry: A three year review

1995 ◽  
Vol 19 (2) ◽  
pp. 98-100 ◽  
Author(s):  
J. L. Herzberg ◽  
J. P. Watson
Keyword(s):  
Professional Training ◽  
House Officer ◽  
Senior House Officer ◽  
The South ◽  
Training Schemes ◽  
Registrar Training ◽  
Health Districts

We have previously reported on the formation of a large regional registrar scheme covering 11 health districts in the South Thames region (Herzberg & Watson, 1991) and highlighted educational principles which we considered important for registrar training. The purpose of the present paper is to review those principles in the light of experience to date in running senior house officer (SHO) and registrar training schemes.

scholarly journals Managing postgraduate education

1999 ◽  
Vol 5 (3) ◽  
pp. 225-232 ◽  
Author(s):  
Susan Whyte
Keyword(s):  
Royal College ◽  
Postgraduate Education ◽  
Educational Needs ◽  
House Officer ◽  
Senior House Officer ◽  
Specialist Training ◽  
Supervised Training ◽  
The Past ◽  
Department Of Health ◽  
Training Schemes

There have been many changes in postgraduate education in psychiatry over the past 15 years. The Royal College of Psychiatrists was ahead of most other Medical Royal Colleges in organising supervised training schemes which took into account the educational needs of the trainee as well as providing an appropriate service to patients. The approval exercise, with inspection of both basic specialist and higher specialist training schemes, was introduced more than 20 years ago. Prior to the introduction of ‘Achieving a Balance’ – Plan for Action (Department of Health, 1987), the senior house officer (SHO) and registrar grades in psychiatry were more or less interchangeable, although those in registrar posts tended to rotate outwith their base hospital and gain experience in the sub-specialities.

scholarly journals How Many GP Referrals to Dermatology Outpatients are Really Necessary?

1989 ◽  
Vol 82 (6) ◽  
pp. 347-348 ◽  
Author(s):  
M J Sladden ◽  
R A C Graham-Brown
Keyword(s):  
General Practice ◽  
Teaching Hospital ◽  
Vocational Training ◽  
Postgraduate Education ◽  
House Officer ◽  
Senior House Officer ◽  
Training Schemes

In a survey of patients referred to the dermatology outpatients department of a British teaching hospital, 26% of referrals were considered unnecessary by a senior house officer with three months practical dermatological experience. We conclude that better undergraduate and postgraduate education in dermatology is essential. A period spent in dermatology should be included in all vocational training schemes for general practice.

scholarly journals MUSIC TEACHER’S ARTISTIC AND AESTHETIC CONSCIOUSNESS: ESSENCE AND CONTENT OF THE CONCEPT

2021 ◽  
pp. 62-69
Author(s):  
N. Nazarenko
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Aesthetic Taste ◽  
Wide Range ◽  
The World ◽  
Aesthetic Consciousness ◽  
Cultural Standards ◽  
Artistic Images ◽  
Main Components ◽  
High Level

The paper reveals the essence and content of the concept of ‘artistic and aesthetic consciousness of the teacher,’ where aesthetic consciousness is defined as one that determines the attitude to the phenomena of nature and culture and reveals their value aspects. The author analyzes the main components of artistic and aesthetic consciousness, which are aesthetic sense, aesthetic taste, aesthetic ideal, and shows art as a means of emotional development of the world, which becomes possible only in a socio-cultural environment by mastering certain cultural standards and cultural heritage. Given that art in the aggregate of its artistic images is a spiritual, ideal model of the world, which reflects not so much the real world as the desired, the author defines it as the basis of the spiritual culture of the era, its collective memory. Analyzing the essence and content of the concept of a music teacher’s artistic and aesthetic activities in today's conditions the following factors acquire:  possession of a high level of professional training in various fields of music, on which their profession is based; possession of a wide range of creative skills in the field of music; ability to use various forms of work that contribute to the setting-up creative activity, interest in music lessons; ability to apply different types of creative activities in each lesson, based on the content of the development of aesthetic consciousness of future teachers of music; conscious understanding of the essence and content of the concept of a music teacher’s artistic and aesthetic activity in today's conditions. Artistic and aesthetic consciousness is the basis of the professional competencies of a music teacher, who extrapolates musical and aesthetic values into the educational process of student youth, forming their aesthetic culture.

scholarly journals A career in child and adolescent psychiatry? Survey of trainees' views

2006 ◽  
Vol 30 (2) ◽  
pp. 61-64 ◽  
Author(s):  
Graeme Lamb ◽  
Navina Evans ◽  
David Baillie
Keyword(s):  
Child Psychiatry ◽  
Adolescent Psychiatry ◽  
Child And Adolescent ◽  
Child And Adolescent Psychiatry ◽  
House Officer ◽  
Psychiatric Training ◽  
Senior House Officer ◽  
Career Intentions ◽  
Future Career ◽  
Training Schemes

Aims and MethodThe aim of the study was to elicit the views of senior house officers in psychiatry across London regarding the factors that influence their decision whether to pursue a career in child and adolescent psychiatry. Postal questionnaires were sent to a random sample of all senior house officers on London psychiatry training schemes.ResultsOf the respondents who recalled being taught child psychiatry at medical school, 91% found it interesting and 73% found it useful. Of those who recalled having such teaching during psychiatric training, 90% found it interesting and 85% found it useful. However, this had no significant impact upon subsequent career choice. Experience of working as a senior house officer in child psychiatry did influence future career intentions. Trainees who identified such placements as providing good clinical experience or job satisfaction were significantly more likely to consider the specialty for a future career.Clinical ImplicationsConsultants and managers should create and maintain senior house officer posts that will encourage trainees to perceive the specialty as a future career.

scholarly journals How to pass the MRCPsych examination

1999 ◽  
Vol 23 (3) ◽  
pp. 172-176
Author(s):  
I. Cormac ◽  
G. Marston
Keyword(s):  
Royal College ◽  
Professional Training ◽  
House Officer ◽  
Senior House Officer ◽  
Basic Training ◽  
Critical Factors ◽  
Specialist Registrar ◽  
Training Specialist ◽  
First Time ◽  
Large Investment

Membership of the Royal College of Psychiatrists is the main qualification needed to progress from the basic training grade (senior house officer) to higher professional training (specialist registrar) in psychiatry. The Collegiate Trainees Committee (CTC) recognises that the MRCPsych examinations may generate anxiety in candidates and require a large investment in time and personal resources. The examinations are competitive, with approximately 50% of candidates passing on each attempt. It is worthwhile preparing well the first time, by planning in advance and understanding the critical factors for success. This article aims to help trainees preparing for the MRCPsych examination.

scholarly journals Quo Vadis Urogynecology 2020 – Innovative Treatment Concepts for Urinary Incontinence and Pelvic Organ Prolapse

2021 ◽  
Vol 81 (02) ◽  
pp. 183-190
Author(s):  
Gert Naumann
Keyword(s):  
Urinary Incontinence ◽  
Pelvic Organ Prolapse ◽  
Pelvic Floor ◽  
Professional Training ◽  
Pelvic Floor Dysfunction ◽  
Estrogen Therapy ◽  
Pelvic Organ ◽  
Alloplastic Materials ◽  
Wide Range ◽  
Quo Vadis

AbstractThe current treatment for urinary incontinence and pelvic organ prolapse includes a wide range of innovative options for conservative and surgical therapies. Initial treatment for pelvic floor dysfunction consists of individualized topical estrogen therapy and professional training in passive and active pelvic floor exercises with biofeedback, vibration plates, and a number of vaginal devices. The method of choice for the surgical repair of stress urinary incontinence consists of placement of a suburethral sling. A number of different methods are available for the surgical treatment of pelvic organ prolapse using either a vaginal or an abdominal/endoscopic approach and autologous tissue or alloplastic materials for reconstruction. This makes it possible to achieve optimal reconstruction both in younger women, many of them affected by postpartum trauma, and in older women later in their lives. Treatment includes assessing the patientʼs state of health and anesthetic risk profile. It is important to determine a realistically achievable patient preference after explaining the individualized concept and presenting the alternative surgical options.

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