scholarly journals Pre-registration house officer training in psychiatry: the London experience

2003 ◽  
Vol 27 (05) ◽  
pp. 192-194 ◽  
Author(s):  
Joe Herzberg ◽  
Maryanne Aitken ◽  
Fiona Moss

Aims and Method To evaluate whether new pre-registration house officer posts in psychiatry deliver training leading to increased confidence in target skills, based on General Medical Council requirements, and to evaluate trainees' satisfaction with these posts. A structured questionnaire was filled out by the first nine incumbents of the PRHO posts before and after the placements. Results Trainees' confidence improved in all the target skills and the posts were all rated as good or excellent. The posts attracted trainees who were potentially interested in a career in psychiatry or general practice. Clinical Implications PRHO posts in psychiatry deliver training that meets General Medical Council objectives, and trainees' confidence with core psychiatric skills improves after undertaking the placements.

2003 ◽  
Vol 27 (5) ◽  
pp. 192-194
Author(s):  
Joe Herzberg ◽  
Maryanne Aitken ◽  
Fiona Moss

Aims and MethodTo evaluate whether new pre-registration house officer posts in psychiatry deliver training leading to increased confidence in target skills, based on General Medical Council requirements, and to evaluate trainees' satisfaction with these posts. A structured questionnaire was filled out by the first nine incumbents of the PRHO posts before and after the placements.ResultsTrainees' confidence improved in all the target skills and the posts were all rated as good or excellent. The posts attracted trainees who were potentially interested in a career in psychiatry or general practice.Clinical ImplicationsPRHO posts in psychiatry deliver training that meets General Medical Council objectives, and trainees' confidence with core psychiatric skills improves after undertaking the placements.


1987 ◽  
Vol 11 (8) ◽  
pp. 272-273
Author(s):  
C. P. Seager

The General Medical Council published Recommendations on Basic Medical Education in which the principles of the Pre-registration House Officer post were updated. An important provision was the acceptance of a variety of combinations of posts including four months in general medicine, four months in general surgery and four months in another clinical hospital discipline or in a health centre.


2011 ◽  
Vol 93 (3) ◽  
pp. 102-103
Author(s):  
R Raychowdhury

The Postgraduate Medical Education and Training Board (PMETB) was established by an act of Parliament in 2003, to set standards for postgraduate medical education and training and to ensure that those standards are met. On 30 September 2005 PMETB took over the functions of the Specialist Training Authority and the Joint Committee on Postgraduate Training for General Practice. Under article 14(4) of the regulations governing PMETB, doctors whose training or qualifications and experience, considered together, meet the requirements of a Certificate of Completion of Training (CCT) programme in one of the standard CCT specialties, may apply to PMETB for a statement of eligibility for registration. This in turn allows application to the General Medical Council for admission to the specialist register.


BJGP Open ◽  
2020 ◽  
Vol 4 (3) ◽  
pp. bjgpopen20X101034
Author(s):  
Emily Fletcher ◽  
John Campbell ◽  
Emma Pitchforth ◽  
Adrian Freeman ◽  
Leon Poltawski ◽  
...  

BackgroundThere are ambitious overseas recruitment targets to alleviate current GP shortages in the UK. GP training in European Economic Area (EEA) countries is recognised by the General Medical Council (GMC) as equivalent UK training; non-EEA GPs must obtain a Certificate of Eligibility for General Practice Registration (CEGPR), demonstrating equivalence to UK-trained GPs. The CEGPR may be a barrier to recruiting GPs from non-EEA countries. It is important to facilitate the most streamlined route into UK general practice while maintaining registration standards and patient safety.AimTo apply a previously published mapping methodology to four non-EEA countries: South Africa, US, Canada, and New Zealand.Design & settingDesk-based research was undertaken. This was supplemented with stakeholder interviews.MethodThe method consisted of: (1) a rapid review of 13 non-EEA countries using a structured mapping framework, and publicly available website content and country-based informant interviews; (2) mapping of five ‘domains’ of comparison between four overseas countries and the UK (healthcare context, training pathway, curriculum, assessment, and continuing professional development (CPD) and revalidation). Mapping of the domains involved desk-based research. A red, amber, or green (RAG) rating was applied to indicate the degree of alignment with the UK.ResultsAll four countries were rated ‘green’. Areas of differences that should be considered by regulatory authorities when designing streamlined CEGPR processes for these countries include: healthcare context (South Africa and US), CPD and revalidation (US, Canada, and South Africa), and assessments (New Zealand).ConclusionMapping these four non-EEA countries to the UK provides evidence of utility of the systematic method for comparing GP training between countries, and may support the UK’s ambitions to recruit more GPs to alleviate UK GP workforce pressures.


1999 ◽  
Vol 23 (5) ◽  
pp. 283-285 ◽  
Author(s):  
J. M. O'Dwyer

Aims and methodThe aim of the paper is to describe the pre-registration house officer training in psychiatry available in Sheffield. The report is the result of a postal questionnaire, involving all of those who undertook pre-registration house officer training in psychiatry, since the inception of this option.ResultsThe results suggest that the psychiatry option as part of pre-registration house officer training was regarded as useful by almost all undertaking this training. Some of the suggestions to improve the experience are already incorporated into the current posts.Clinical implicationsThe findings support the development of further posts of this type, and such developments may assist in overcoming some of the difficulties in recruitment into psychiatry as a career.


2015 ◽  
Vol 39 (1) ◽  
pp. 35-38
Author(s):  
Andrew Collier ◽  
Maggie Watts ◽  
Sujoy Ghosh ◽  
Peter Rice ◽  
Neil Dewhurst

Aims and MethodsThe UK's Driver Vehicle Licensing Authority (DVLA) requires individuals to report if they have a medical condition such as alcohol dependence. General Medical Council guidance indicates that medical practitioners should ensure patients are aware of their impairment and requirement to notify the DVLA.ResultsIn a survey of 246 people with known alcohol dependence, none were aware of advice on driving given by medical practitioners and none had self-reported. In addition, 362 doctors, either attending a college symposium or visiting a college website, were asked about their knowledge of DVLA regulations regarding alcohol dependence: 73% of those attending the symposium and 63% of those visiting the website answered incorrectly. In Scotland, over 20000 people have alcohol dependence (over 1 million people with alcohol abuse), yet only 2548 people with alcohol problems self-reported to the DVLA in 2011.Clinical implicationsIf the DVLA regulations were implemented, it could make an enormous difference to the behaviours of the driving public.


2009 ◽  
Vol 2 (8) ◽  
pp. 494-499 ◽  
Author(s):  
Vibhore Prasad

The ability to teach as a doctor in general practice (GP) is not only a requirement for the GP curriculum but is increasingly being recognized as a key skill for any doctor in the modern National Health Service (NHS). The recent guidance document from the General Medical Council, ‘Duties of a doctor’ clearly states: ‘Teaching, training, appraising and assessing doctors and students are important for the care of patients now and in the future. You should be willing to contribute to these activities’. Long gone are the days when doctors were expected to know all they needed to know simply because they were doctors. New models of working and the drive for all new alternative providers of medical services practices to offer training mean that the ability to teach is also an attractive skill for you to offer to future employers. The types of people involved in teaching and learning in primary care are now more diverse than ever before. Working in a multidisciplinary team with other colleagues brings unique challenges that could see you feeling out of your comfort zone. This article will help you to feel more prepared to teach others, using the example of teaching about asthma.


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