Becoming a psychiatrist in Europe: the title is recognized across the European Union, but what are the differences in training, salary and working hours?

Baessler, Franziska; Riese, Florian; Costa, Mariana Pinto da; Picker, Livia De; Kazakova, Olga; Kanellopoulos, A.; Grassl, Roland; Gargot, Thomas

doi:10.1002/wps.20259

Cited by 17 publications

(14 citation statements)

References 5 publications

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“…This is particularly important as psychiatry as a career choice seems to be on the decline worldwide. Furthermore, while psychiatric education at the postgraduate level has been researched to some extent, very little is known about how this education is included in undergraduate curricula at the global level, and even less about how medical students actually receive it across the world.…”

mentioning

confidence: 99%

Undergraduate psychiatric education: a snapshot of medical students across the world

Costa

Dima²,

2019

World Psychiatry

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mentioning

confidence: 99%

Undergraduate psychiatric education: a snapshot of medical students across the world

Costa

Dima²,

2019

World Psychiatry

Self Cite

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“…psychiatrists within five years of training completion [3]. Some of these educational needs may be met by online educational programmes.…”

Section: Early Career Psychiatrists' Preferences On E-learning Viewpomentioning

confidence: 99%

Early career psychiatrists’ preferences on e-learning: Viewpoint from the EPA Committee on Education

2017

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E-learning courses can increase physicians' confidence and use of evidence based interventions [1].Preferences about e-learning courses were explored in general medicine physicians [2], but not in psychiatrists.One of the aims of the Committee on Education of the European Psychiatric Association is to capture the great diversity that exists across Europe in educational needs of trainees and early career psychiatrists (ECP), i.e. psychiatrists within five years of training completion [3]. Some of these educational needs may be met by online educational programmes.Exploring the preferences of trainees and ECP may provide useful information to ensure that future e-learning provision is accessible and beneficial to this target group of professionals.We organised online focus groups with psychiatric trainees and ECP from different European countries, identified through the networks of the European Psychiatric Association (EPA) and European Federation of Psychiatric Trainees (EFPT).The following questions were discussed: 1) What do psychiatric trainees and ECP want to learn via e-learning? 2) How should e-learning be provided? 3) What are the barriers and facilitating factors for accessing e-learning courses?We carried out four online focus groups via Skype. Each focus group included professionals from different European areas (Northern, Southern, Eastern and Western 2 Europe) and both ECP and psychiatric trainees. Participants were: 1) psychiatric trainees or ECP; 2) having used online tools for communication; 3) involved in professional associations and educational activities; 4) consenting to participate on a voluntary basis; 5) fluent in English.For each focus group a maximum of six (and minimum of four) participants were invited to ensure feasibility and good quality of the teleconference. Each session was led by a facilitator and co-facilitator exploring the following topics: 1) Introduction of focus group objectives; 2) Experience of participants with e-learning courses; b) topics suitable for elearning; c) most and least appreciated aspects of e-learning; e) suggestions to improve access to e-learning initiatives.The focus groups lasted up to 1.5 hours and were audio-recorded, ensuring the removal of any identifying information to maintain anonymity.As an incentive, participants were offered a certificate and free participation in an EPA elearning course to be developed.Data from focus groups was analyzed through thematic analysis. Two researchers (MCD and DG) developed coding schemes independently and then met to compare, discuss and establish consensus.In the four focus groups with 21 trainees or ECP from 15 European countries, ten (47.6%) had experience of asynchronous courses, three (14.3%) of only synchronous ones. Six (28.6%) had experience of both, and two had experience of online teaching (9.5%). Emergent themes fell into four main categories: unusual topics, up-to-date information, expert information, knowledge and skills. (See table 1)3 Topics which are outside the mainstream psychiatry teaching or t...

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“…Psychiatric specialty training is mainly characterized by the overall length of the education as well as the duration of the various rotations within the curriculum (20). The length of the curricula in EU countries ranges from four to six years, with 4 years being the minimum length to meet EU criteria (20). Some non-EU member countries of the region have even shorter training durations with e.g.…”

Section: Post-graduate Psychiatric Training In Europementioning

confidence: 99%

Developing a postgraduate curriculum for European psychiatry

Gaebel¹,

Hermans²,

Muijen³

et al. 2017

Die Psychiatrie

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Summary Background: The internal market of the European Union allows medical professionals, like psychiatrists, to work in their country of choice. Although the medical qualification is recognized in other countries, considerable differences in education remain. Objective: This article gives an overview of the current state of psychiatric training in Europe, previous efforts to harmonize it and future directions for action. Results: Psychiatric training in Europe is highly diverse. There is no official body within the European Union (EU) that is responsible for training harmonization. Despite previous efforts to generate common European standards for post-graduate training in psychiatry, the implementation continues to be a major challenge. Conclusion: The European Psychiatric Association (EPA), the European Union of Medical Specialists (UEMS), the World Health Organization (WHO) Europe and the European Federation of Psychiatric Trainees (EFPT) have decided to revive previous work on harmonized post-graduate education and created the Task Force on Education in European Psychiatry (TFEEP) in order to reach a training and education consensus in Europe. The creation of an attractive and high quality framework which is based on the needs of modern psychiatric practice and sensitive to European traditions and values is the main aim to be pursued in future.

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Becoming a psychiatrist in Europe: the title is recognized across the European Union, but what are the differences in training, salary and working hours?

Cited by 17 publications

References 5 publications

Undergraduate psychiatric education: a snapshot of medical students across the world

Undergraduate psychiatric education: a snapshot of medical students across the world

Early career psychiatrists’ preferences on e-learning: Viewpoint from the EPA Committee on Education

Developing a postgraduate curriculum for European psychiatry

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