Preface

Summary

Since the first edition of this book was compiled almost 5 years ago, postgraduate psychiatric training has seen a number of structural changes. At the same time there have been advances in the evidence base for competency-based training and assessment not only within UK psychiatry but also in postgraduate medicine globally. These factors have made a new edition essential.

In addition to changes to the evidence base there are many updates to the broader content. Following implementation of the first diet of workplace-based assessments (WPBAs), there were concerns about the utility of some of these tools for what had been the specialist registrar grade (ST4 and above). This volume has a new section on the Direct Observation of Non-Clinical Skills (DONCS), a new tool with greater relevance for higher trainees in psychiatry. Regulation- and policy-driven changes now dictate that every trainee should have a formal annual review of their training. Thus, we have included experience-driven guidance, not only the Annual Review of Competency Progression but also Educational Supervisor Reports that are crucial for carrying out these reviews. Excitingly, the Royal College of Psychiatrists has invested in and developed an online portfolio for trainees. This is a significant enhancement to the Assessments Online system that mainly facilitated WPBAs, as it not only allows trainees to record all the significant training experiences and related evidence electronically but also enables them to share it online with their supervisors. A section within the book explores this portal as well as the wider challenges of implementing such systems. The first diet of WPBAs was regrettably light on psychotherapy and hopefully efforts by the College's Faculty of Psychotherapy over the past couple of years have addressed this gap. The developments in psychotherapy WPBAs are a valuable and very welcome addition to this volume. Finally, the views of some of our most important stakeholders, the trainees, have been invaluable in shaping the direction of assessment systems within UK psychiatry and this edition would not have been complete without a section on trainee perspective on these assessments.