scholarly journals Castles in the air: civilian trainee experiences with the RAF

2004 ◽  
Vol 28 (4) ◽  
pp. 145-146
Author(s):  
Brian Murray
Keyword(s):  
Specialist Training ◽  
Specialist Registrar ◽  
Elective Period ◽  
The Military ◽  
Registrar Training ◽  
Military Lifestyle

It is a little-known fact that specialist registrar training allows an elective period of up to 3 months without affecting a trainee's Certificate of Completion of Specialist Training (CCST). The Postgraduate Dean for Oxford had discussed the idea of such an elective scheme with the military and I therefore saw in the elective an opportunity to do something different before becoming a consultant. As an ex-member of the Territorial Army, my wife was very supportive and encouraged me by telling me that I would never withstand the rigours of a military lifestyle.

scholarly journals Specialist registrar training: at the crossroads (again)

2005 ◽  
Vol 29 (2) ◽  
pp. 47-48 ◽  
Author(s):  
Christopher A. Vassilas ◽  
Nicholas Brown
Keyword(s):  
Royal College ◽  
Real World ◽  
Psychiatric Services ◽  
Specialist Training ◽  
The Real ◽  
Specialist Registrar ◽  
Department Of Health ◽  
Competency Based ◽  
Registrar Training ◽  
Training Department

Great improvements have taken place within higher training in psychiatry, influenced by the Calman report on specialist training (Department of Health, 1993) and the publication by the Royal College of Psychiatrists (2004) of its competency-based curriculum for specialist training. Alongside these developments have been huge changes in the way that psychiatric services are configured and increased difficulties in recruiting consultant staff (O'Connor & Vize, 2003). We believe a gap has arisen between higher training and the real-world needs of psychiatric services, which needs to be tackled. These concerns are not new (Deahl & Turner, 1998) but the problems in recruitment mean that an urgent review of higher training is necessary.

Patients’ Perception of Military Doctors in Fracture Clinics - does the Wearing of Uniform Make a Difference?

2005 ◽  
Vol 91 (1) ◽  
pp. 45-47
Author(s):  
Christopher McLean ◽  
Pareeta Patel ◽  
Carl Sullivan ◽  
Mark Thomas
Keyword(s):  
Trauma Surgery ◽  
Trauma Surgeon ◽  
Royal Navy ◽  
Fracture Clinic ◽  
Specialist Registrar ◽  
Anonymous Questionnaire ◽  
Military Uniform ◽  
The Military

AbstractWe performed a study during our Trauma Week when patients who were referred from the accident department with fractures were reviewed in our fracture clinic. During our Trauma Week, Mister Thomas, Consultant Orthopaedic and Trauma Surgeon or Surgeon Lieutenant Commander McLean, Specialist Registrar in Orthopaedic and Trauma Surgery reviewed a total of 93 patients in fracture clinic. All patients were given an anonymous questionnaire regarding their perceptions of their attending clinician, 77 were completed. Forty-nine questionnaires regarding Surgeon Lieutenant Commander McLean and 28 regarding Mister Thomas were available for analysis. During the Trauma Week all patients were seen in the same location in identical cubicles by either of the two clinicians, consultations were typically brief lasting about five minutes. Throughout the week the clinicians, one military and one civilian, wore differing attire. The military uniform comprised Royal Navy number four action working dress. The civilian attire comprised ‘dog-robbers’ (jacket, shirt with tie and smart trousers). The hypothesis tested was that the use of military uniform might alter patients’ perceptions of their attending clinician. Our results appear to demonstrate that the attire of the attending clinician does not adversely influence patients’ perceptions of their attending clinician.

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

scholarly journals Lessons learned from a failed research project

2004 ◽  
Vol 28 (8) ◽  
pp. 301-303 ◽  
Author(s):  
Girish Vaidya
Keyword(s):  
Royal College ◽  
Evidence Based Medicine ◽  
Lessons Learned ◽  
Evidence Based ◽  
Research Experience ◽  
Research Project ◽  
Specialist Registrar ◽  
Based Medicine ◽  
Registrar Training

There has been a significant emphasis on research experience in the years of specialist registrar training (Royal College of Psychiatrists, 1998). It has also been acknowledged that in reality many specialist registrars find it difficult to start a research project and complete it within the 3 years of specialist registrar training (Allsopp et al, 2002). There have been various suggestions about how the ‘research day’ can be used more gainfully – in acquiring skills in evidence-based medicine (Ramchandani et al, 2001); or in preparing to be a consultant.

Specialist registrar training: what still needs to be improved?

2003 ◽  
Vol 64 (3) ◽  
pp. 173-176 ◽  
Author(s):  
Elisabeth Paice ◽  
Robert Ginsburg
Keyword(s):  
Specialist Registrar ◽  
Registrar Training

scholarly journals SWOPT – the South-West Organisation for Psychiatric Training

2004 ◽  
Vol 28 (4) ◽  
pp. 147-148
Author(s):  
R. Macpherson ◽  
G. Harrison ◽  
A. James ◽  
M. Curtice ◽  
P. McPhee
Keyword(s):  
Personal Development ◽  
Continuing Professional Development ◽  
House Officer ◽  
Psychiatric Training ◽  
Generic Skills ◽  
Specialist Registrar ◽  
Core Skills ◽  
South West ◽  
Educational Supervision ◽  
Registrar Training

There are major challenges in providing training for psychiatrists in the modern National Health Service (NHS). Senior house officer and specialist registrar training has been reorganised to focus on core skills and competencies, and is monitored through educational supervision and the Record of In-Training Assessment (RITA) process. For consultants, the development of appraisal and revalidation are linked to formalised approaches to continuing professional development and personal development (Royal College of Psychiatrists, 2001). Increasingly, training is self-directed and psychiatrists have to effectively evaluate and plan for their individual educational needs. They must be able to access good quality, structured training, to develop and maintain a range of specific and generic skills.

scholarly journals Developing a regional specialist registrar day

2006 ◽  
Vol 30 (8) ◽  
pp. 310-312
Author(s):  
David J. Ogden
Keyword(s):  
Professional Development ◽  
Health Service ◽  
Continuing Professional Development ◽  
Child And Adolescent Psychiatry ◽  
Specialist Training ◽  
Knowledge And Skills ◽  
Specialist Registrar ◽  
Short Space ◽  
Generic Groups ◽  
Service Specialist

Higher specialist training in psychiatry requires the development of a broad range of knowledge and skills in a short space of time. However, a brief national survey of programme directors confirms reports from peers that structured, targeted teaching tends not to continue beyond completion of College Membership examinations. Exceptions to this rule are child and adolescent psychiatry and to a lesser extent psychotherapy, which reflects requirements laid out in the Higher Specialist Training Handbook (Royal College of Psychiatrists, 1998). Specialist registrars must therefore, using limited study time and funding, attempt to acquire knowledge from local and national courses. These, however, are usually aimed at more generic groups: for example, all health service specialist registrars or at consultants for fulfilment of continuing professional development.

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