Are there differences between training curricula on paper and in practice? Views of European trainees

Kuzman, Martina Rojnić; Giacco, Domenico; Simmons, Meinou; Wuyts, Philippe; Bausch-Becker, Nikolaus; Favre, Guillaume; Nawka, Alexander

doi:10.1016/j.wpsyc.2012.05.013

Cited by 6 publications

(5 citation statements)

References 7 publications

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“…Only 12% of residents think they were well informed. Tutorship would be a solution.Kuzman et al, 2012a [27]To assess the problems in the implementation of psychiatric training curricula and the quality control mechanisms available in European countriesQuasi-experimental (quantitative) study: Survey (letter to editor)Response rate: 29/ unknown total of countries29- In 13 countries (45%), trainee representatives reported some differences between the psychiatric curriculum on paper and curriculum in practiceRepresentatives from EFPT member countries filled in a country report survey form. They were asked to rate the differences between the psychiatric curriculum on paper and the curriculum in practice in their countries as significant, existing to some extent or not existing.…”

Section: Resultsmentioning

confidence: 99%

Training of adult psychiatrists and child and adolescent psychiatrists in europe: a systematic review of training characteristics and transition from child/adolescent to adult mental health services

et al. 2019

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Background Profound clinical, conceptual and ideological differences between child and adult mental health service models contribute to transition-related discontinuity of care. Many of these may be related to psychiatry training. Methods A systematic review on General Adult Psychiatry (GAP) and Child and Adult Psychiatry (CAP) training in Europe, with a particular focus on transition as a theme in GAP and CAP training. Results Thirty-four full-papers, six abstracts and seven additional full text documents were identified. Important variations between countries were found across several domains including assessment of trainees, clinical and educational supervision, psychotherapy training and continuing medical education. Three models of training were identified: i) a generalist common training programme; ii) totally separate training programmes; iii) mixed types. Only two national training programs (UK and Ireland) were identified to have addressed transition as a topic, both involving CAP exclusively. Conclusion Three models of training in GAP and CAP across Europe are identified, suggesting that the harmonization is not yet realised and a possible barrier to improving transitional care. Training in transition has only recently been considered. It is timely, topical and important to develop evidence-based training approaches on transitional care across Europe into both CAP and GAP training. Electronic supplementary material The online version of this article (10.1186/s12909-019-1576-0) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 99%

Training of adult psychiatrists and child and adolescent psychiatrists in europe: a systematic review of training characteristics and transition from child/adolescent to adult mental health services

et al. 2019

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“…As mentioned above, funding, quality and availability of psychiatry training posts varies considerably worldwide, with only 68% of the world’s countries offering psychiatry training [ 7 , 8 ]. Even if adequate numbers of people are interested in psychiatry, their decisions may be influenced by training job availability and prospects.…”

Section: Discussionmentioning

confidence: 99%

“…The World Psychiatric Association (WPA) included recruitment to psychiatry as a major part of its 2008–2011 Action Plan [ 6 ]. There is a wide variation in psychiatric training opportunities worldwide [ 7 - 9 ] which is reflected in numbers of places available. For example with over 24,000 medical graduates each year in the UK, there are fewer than 450 new places for training in psychiatry, thus even if adequate numbers of people are interested, they may not be able to find jobs [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Why medical students choose psychiatry - a 20 country cross-sectional survey

Lydall²,

et al. 2014

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BackgroundRecruitment to psychiatry is insufficient to meet projected mental health service needs world-wide. We report on the career plans of final year medical students from 20 countries, investigating factors identified from the literature which influence psychiatric career choice.MethodsCross sectional electronic or paper survey. Subjects were final year medical students at 46 medical schools in participating countries. We assessed students’ career intentions, motivations, medical school teaching and exposure to psychiatry. We assessed students’ attitudes and personality factors. The main outcome measure was likelihood of specializing in psychiatry. Multilevel logistic regression was used to examine the joint effect of factors upon the main outcome.Results2198 of 9135 (24%) of students responded (range 4 to 91%) across the countries. Internationally 4.5% of students definitely considered psychiatry as a career (range 1 to 12%). 19% of students (range 0 to 33%) were “quite likely”, and 25% were “definitely not” considering psychiatry. Female gender, experience of mental/physical illness, media portrayal of doctors, and positive attitudes to psychiatry, but not personality factors, were associated with choosing psychiatry. Quality of psychiatric placement (correlation coefficient = 0.22, p < 0.001) and number of placements (correlation coefficient =0.21, p < 0.001) were associated with higher ATP scores. During medical school, experience of psychiatric enrichment activities (special studies modules and university psychiatry clubs), experience of acutely unwell patients and perceived clinical responsibility were all associated with choice of psychiatry.Multilevel logistic regression revealed six factors associated with students choosing psychiatry: importance of own vocation, odds ratio (OR) 3.01, 95% CI 1.61 to 5.91, p < 0.001); interest in psychiatry before medical school, OR 10.8 (5.38 to 21.8, p < 0.001); undertaking a psychiatry special study module, OR 1.45 (1.05 to 2.01, p = 0.03) or elective OR 4.28 (2.87- 6.38, p < 0.001); membership of a university psychiatry club, OR 3.25 (2.87 to 6.38, p < 0.001); and exposure to didactic teaching, OR 0.54 (0.40 to 0.72, p < 0.001).ConclusionsWe report factors relevant to medical student selection and psychiatry teaching which affect career choice. Addressing these factors may improve recruitment to psychiatry internationally.

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“…The study does not explore the practical consequence of the differences in training programmes or quality control mechanisms for the implementation of the training. However, in a recent publication (Kuzman et al 2012), we indicated problems in the implementation in practice of psychiatric training curricula associated with the absence of quality control mechanisms. A second limitation of the study methodology is that data of countries where multiple officially recognised training programmes exist is only based on responses concerning a majority of accredited training institutions.…”

Section: Quality Assurance Of Psychiatric Training Across Europementioning

confidence: 88%

“…This possibility already exists in the UEMS recommendations (UEMS Section for Psychiatry 1997), but there are relatively few countries where independent audits of training are performed (Strachan 2007). It is noteworthy that in countries where regular audit of training programmes exists, differences between training standards and implementation were reported less frequently regardless of the evaluation strategy (Kuzman et al 2012). As such, more effective strategies for the implementation of the existing quality control mechanisms should be developed on an international level.…”

Section: Quality Assurance Of Psychiatric Training Across Europementioning

confidence: 99%

Psychiatry training in Europe: Views from the trenches

Kuzman

Giacco

Simmons³

et al. 2012

Medical Teacher

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Background: In the majority of European countries, postgraduate psychiatry training schemes are developed and evaluated by national bodies in accordance with national legislation. In order to harmonise training in psychiatry across Europe, the European Union of Medical Specialists (UEMS) issued a number of recommendations for effective implementation of training programs in psychiatry. Aims: To describe the structure and quality assurance mechanisms of postgraduate psychiatric training in Europe. Method: The European Federation of Psychiatry Trainees (EFPT) conducted a survey, which was completed by the representatives of 29 member national psychiatric associations. Results: In most countries (N ¼ 19), the duration of the training programme is 5 years or more. Twenty-six countries have adapted a basic training programme that includes the 'common trunk' (according to UEMS definition) or a modified version of it. In 25 countries, trainees are evaluated several times during their training with a final exam at the end. In 25 countries, official quality assurance mechanisms exist. However, results demonstrate great variations in their implementation. Conclusions: Overall, psychiatric training programmes and assessment methods are largely compatible with one another across Europe. Quality assurance mechanisms, however, vary significantly. These should receive adequate attention by national and international educational policy makers.

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Are there differences between training curricula on paper and in practice? Views of European trainees

Cited by 6 publications

References 7 publications

Training of adult psychiatrists and child and adolescent psychiatrists in europe: a systematic review of training characteristics and transition from child/adolescent to adult mental health services

Training of adult psychiatrists and child and adolescent psychiatrists in europe: a systematic review of training characteristics and transition from child/adolescent to adult mental health services

Why medical students choose psychiatry - a 20 country cross-sectional survey

Psychiatry training in Europe: Views from the trenches

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