Research in psychiatric higher specialist training: a survey of specialist registrars

Lessons learned from a failed research project

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.

Research activity of specialist registrars

Aims and Method

There has been much discussion about the productivity and training value of protected research sessions at specialist registrar (SpR) level. We used questionnaire survey to investigate the research experience of senior psychiatric SpRs and first-year psychiatric consultants in Scotland.

Results

The survey had an 80% response rate. Two-thirds of respondents were able to take protected research sessions, and a similar proportion had published research work during their higher training. Specific difficulties in conducting research are identified and discussed.

Clinical Implications

Scottish SpRs in psychiatry are usually able to protect research sessions, but experience difficulties with lack of experience, resources and supervision. Almost a third of those near the end of their training have published nothing. It is important to explore options other than research projects to gain relevant research experience.

From specialist registrar to consultant: permission to land?

After many years of hard work and training, the transition from trainee to consultant is potentially challenging. Having successfully negotiated the hurdles of preregistration training, the MRCPsych examination and the specialist registrar (SpR) interview, trainees have to pass one final signpost to mark the end of their formal training – securing their first substantive consultant psychiatrist post. Despite overall vacancy rates of about 12% for consultant psychiatrists in the UK (Royal College of Psychiatrists, 2002), competition can be intense for some posts.

Are dedicated research posts of value to psychiatry trainees?

Aims

To explore psychiatric trainees' (senior house officers') experience of a dedicated 6-month research post.

Method

A questionnaire survey was conducted by post or e-mail of all previous post-holders of two research posts in a large London training rotation.

Results and Clinical Implications

Twenty of the 28 post-holders completed the questionnaire. Overall, their experiences were positive in terms of research experience, exposure to academic environment and in facilitating future career opportunities. A minority of respondents found supervision to be unsatisfactory. Dedicated research posts are a valuable training opportunity that can complement clinical experience for trainees and foster an interest in research.

Attitudes of psychiatrists in South Australia towards research degrees

OBJECTIVE

The aim of this paper was to identify attitudes towards higher degrees by research (PhDs and Masters) among psychiatrists in South Australia, with the objective of identifying possible ways to increase the uptake of higher degrees in that population.

METHOD

A survey questionnaire was designed, piloted and sent to all members of the Royal Australian and New Zealand College of Psychiatrists in South Australia.

RESULTS

The response rate was 54.9% (n = 179). The sample included 99 individuals who had completed or considered completing a higher degree and 80 individuals who had not considered this. Responses to items were collated separately according to these two groups. Qualitative data were analysed thematically across the sample. Service demands, financial pressures and time constraints, along with a number of other factors including a lack of mentors and role models, were identified as issues in both quantitative and qualitative data.

CONCLUSIONS

A number of positive attitudes were expressed regarding higher degrees by research, but a number of negative opinions were also expressed. The study achieved its aim of identifying attitudes, but ways in which to increase higher degrees by research for psychiatrists remains an area for further exploration.