Place and purpose of research training

Sir: The ability to appraise research and apply the results to everyday clinical practice currently has a high profile. At present, one-fifth of all higher training time for psychiatrists is allocated to research activities in the form of the research day. The need for two sessions per week devoted to research has been questioned, and a working party of the Collegiate Trainees' Committee (CTC) was formed to consider the place of research training within the specialist registrar years. Their findings can be found in a report published on the College website (Ramchandani et al, 2000).

This report continues to recognise research as an integral part of higher training in psychiatry, but argues for increased flexibility in the use of the research day. At present the Higher Specialist Training Handbook states that “the HSTC now requires two sessions each week to be devoted to planning, conducting and communicating the outcome of a research project” (Royal College of Psychiatrists, 1998). However, many trainees find it difficult to undertake a significant research project, and the experience of a failed attempt to achieve publication can be demoralising.

It is important to distinguish between actually doing research, and appraising and applying the results of research in everyday clinical practice. There is a need to shift the emphasis away from publication as the solitary goal of research time. The CTC suggests that clear individual objectives should be set for the use of a trainee's research time, allowing far greater flexibility over the methods by which these are met. Such objectives may include the ability to formulate answerable questions from clinical situations, to confidently appraise research findings, and to use research evidence in developing service provision or evaluating clinical practice. Documented training objectives allow trainees to monitor their own progress and, in conjunction with their research tutor or supervisor, to ensure that their individual needs are appropriately met during higher training.

While undertaking a research project is one way of meeting these aims, other specific training experiences have an important role. Courses and seminars, clearly focused smaller projects (including audit) and other forms of scholarship can enable trainees to reach the consultant level with a clear grasp of the skills needed to inform and improve their practice. The CTC still believes that the research day forms a crucial part of a fully balanced training but needs to be used more effectively and in an individually tailored manner.