Hostname: page-component-78c5997874-ndw9j Total loading time: 0 Render date: 2024-11-08T02:30:26.792Z Has data issue: false hasContentIssue false
  • English
  • Français

Research day for specialist registrars

Published online by Cambridge University Press:  02 January 2018

Indira Vinjamuri
Indira Vinjamuri*
Affiliation:
email: [email protected]
Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button.
Type
Columns
Information
Psychiatric Bulletin , Volume 30 , Issue 10 , October 2006 , pp. 394 - 395
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution (CC-BY) license (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
Copyright © Royal College of Psychiatrists, 2006

Okolo & Ogundipe (Psychiatric Bulletin, July 2006, 30, 275–277) have raised important issues regarding the research day for specialist registrars. Although it has been considered appropriate for the research day to be used for high-quality audits, teaching/training and postgraduate courses in addition to field research, our deanery expects concrete proof of publications and/or research funding, as part of the Record of In-Training Assessment. We constantly find ourselves having to explain the gap between achievements and expectations.

Some trainees are clearly not interested in research and it is not ideal to force disinterested people to undertake research projects. For trainees that are interested in research, the opportunities are not readily available. Guidance and advice are poor, unless trainees are able to tap into an ongoing project. The alternative is for the trainee to spend all their training trying to understand the system, which has been my experience.

More thought needs to go into the use of the research day and if trainees are expected to produce results they need the resources to enable them to do this. The programme director needs to be involved in tailoring the research day to the interests of the individual trainee.

I hope that the Postgraduate Medical Education and Training Board takes this into consideration before the new system is established, so that this whole process represents good value for money and effort.

Submit a response

eLetters

No eLetters have been published for this article.