Hostname: page-component-78c5997874-8bhkd Total loading time: 0 Render date: 2024-11-10T13:36:38.578Z Has data issue: false hasContentIssue false
  • English
  • Français

The place and purpose of research training for specialist registrars: a view from the Collegiate Trainees' Committee (CTC) of the Royal College of Psychiatrists

Published online by Cambridge University Press:  13 June 2014

Pau Ramchandani ,
Catherine Corby ,
Louise Guest  and
Alys Cole-King
Pau Ramchandani
Affiliation:
The Park Hospital for Children, Old Road, Headington, Oxford, OX3 7LQ, England
Catherine Corby
Affiliation:
Psychotherapy Department, 50-52 Clifden Road, Hackney, London, England
Louise Guest
Affiliation:
St George's Hospital Medical School, London, England
Alys Cole-King
Affiliation:
Pwll Glas Resource Centre, Pwll Glas Road, Mold, Flintshire, Wales
Get access Rights & Permissions [Opens in a new window]

Abstract

Research is currently recognised as an integral part of higher training in psychiatry, but can become a poorly structured training experience. The Collegiate Trainees' Committee (CTC) suggests that clear objectives should be set for the use of a trainee's research time, allowing far greater flexibility over the methods by which those training objectives are met. The process of setting and meeting these objectives requires a fundamental review with the possibility of teaching and supervision being increasingly solicited from other professional groups. Without adequate supervision and support many trainees will continue to struggle unnecessarily with research, and lack confidence in using research findings (for their patients benefit) throughout their consultant careers.

Type
Training
Information
Irish Journal of Psychological Medicine , Volume 18 , Issue 1 , March 2001 , pp. 29 - 31
Copyright
Copyright © Cambridge University Press 2001

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1.Royal College of Psychiatrists. Higher Specialist Training Handbook. Occasional Paper OP43. London: Royal College of Psychiatrists, 1998.Google Scholar
2.Carey, S, Hall, DJ. Psychiatrists' views of evidence-based psychiatric practice. Psychiat Bull 1999; 23: 159–61.CrossRefGoogle Scholar
3.Davies, S, Davison, P, Sharp, C, Hall, A, Oakley, T, Sullivan, G. Collegiate Trainees' Committee position on structured training. Psychiat Bull 1995; 19: 455–8.CrossRefGoogle Scholar
4.Sullivan, G, Cornwall, P, Cormac, I, Atkins, M. The Collegiate Trainees' Committee position on the use of logbooks in training. Psychiat Bull 1997; 21: 278–9.CrossRefGoogle Scholar
5.Gilbody, S. Evidence-based medicine. An improved format for journal clubs. Psychiat Bull 1996; 20: 673–5.CrossRefGoogle Scholar
6.Owens, D, House, A, Worrall, A. Research by trainees: a strategy to improve standards of education and supervision. Psychiat Bull 1995; 19: 337–40.CrossRefGoogle Scholar
7.Parker, G. How do psychiatrists rate? Views of neuroscientists. Aus NZ I Psychiat 1995; 29: 500–3.CrossRefGoogle ScholarPubMed