Equal access for all? Access to medical information for European psychiatric trainees

Marques, João Gama; Stefanovic, Maja Pantovic; Mitkovic-Voncina, Marija; Riese, Florian; Gülöksüz, Sinan; Holmes, K.; Kılıç, Özge; Banjac, V.; Palumbo, Claudia; Nawka, Alexander; Jauhar, Sameer; Andlauer, Olivier; Krupchanka, Dzmitry; Costa, Mariana Pinto da

doi:10.1016/j.psychres.2016.02.015

Cited by 14 publications

(14 citation statements)

References 9 publications

(7 reference statements)

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“…Previous findings suggest that websites and senior colleagues are amongst the preferred sources. 14 Practical structured peer review training courses endorse the concept of core competencies to peer review. 15 Such sets of universally agreed reviewer competencies, with some variation at the individual level, could provide the basis for both a training framework and ongoing evaluation of reviewer's quality.…”

Section: Discussionmentioning

confidence: 99%

Where can early career researchers learn how to peer review a scientific paper?

2018

ESE

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Reviewers should be experts in a particular field, have the necessary experience and knowledge to evaluate whether the methodology is appropriate, the results accurate, the interpretations reasonable, and the references relevant; 2 whilst being capable of highlighting omissions and suggesting changes to improve readability. 3 Reviewers are expected to alert the editor to any problems they identify, and make recommendations if a paper should be accepted, returned to the authors for revisions or rejected.Finding reviewers is difficult for two-thirds of editors, 4 a situation exacerbated by the increasing number of scientific papers published. 5 Yet, as many as two-thirds of researchers who never peer reviewed would like to. 4 They are motivated to play a part in the academic community, return the assistance and improve the scientific literature. 4 Despite the importance for early career researchers to learn how to peer review, there is a huge lack of such formal training. 6 Several undergraduate and postgraduate programmes do not explicitly teach or provide training on how to review papers. Most early career researchers are left to learn it under the guidance of their supervisors or colleagues, through journal club discussions or simply through trial and error attempts. 7 Studies reported that over half of the reviewers learnt to review once they started to publish papers, by reading the reviews they received of their own submitted manuscripts, while others learnt 'on the job' once writing reviews, 8 or by checking the guidelines that some journals have. 4 Nevertheless, a study found that two-thirds of researchers claim for formal training on peer review. 7 In this article, we identify and describe the different formats of resources available for researchers to learn how to peer review. MethodsWe conducted a web-based search in English using Google, looking for resources that teach how to peer review. In addition, we contacted a purposive sample of twenty authors that published with the terms "peer review" or "early career researchers", enquiring about the resources they were acquainted with and their experience with them.We used a SWOT (strengths, weaknesses, opportunities and threats) framework to analyze the resources directly focused on practical and structured teaching peer review, Abstract Background: The ability to peer review a scientific paper is an important skill for researchers, but many early career researchers do not obtain relevant training. In this article, we aimed to identify and describe the different resources available for researchers to learn how to peer review.Methods: We conducted a web-based search, looking for resources that teach how to peer review. In addition, we contacted authors who published with the terms "peer review" or "early career researchers", enquiring about the resources they were acquainted with. We used a SWOT framework to analyse the resources with a direct focus on practical teaching of peer review and widespread availability.Results: We found seven formats of resources...

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Section: Discussionmentioning

confidence: 99%

Where can early career researchers learn how to peer review a scientific paper?

2018

ESE

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“…Participants value interacting with experts, as well as with their peers, believing this fosters reflective practice [5]. A survey of psychiatry trainees from 32 European countries showed that access to affordable medical information is relevant, particularly via the internet [6]. For instance, the European Federation of Psychiatric trainees is promoting online courses and summer schools [7], and provides online training material (e.g., psychotherapy guidebooks) [8].…”

Section: Online Cbt Could Be a Good Solutionmentioning

confidence: 99%

Can we really teach cognitive behavioral therapy with a massive open online course?

Gargot¹,

Arnaoutoglou²,

Costa³

et al. 2020

Eur. Psychiatr.

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A better training in psychotherapy is needed for psychiatry trainees. Online Cognitive Behavioural Therapies (CBT) could be a good solution. Free and wide audience course like Massive Open Online course (MOOCs) increase dissemination and accessibility of the training. However, the engagement needs to be improved. A hybrid approach seems relevant with the MOOC as an incentive. Beyond the promotion of the topic, a MOOC can be a promotion tool for the provider. The economic model of the MOOC needed to be taken into account to allow sustainability. To explore these elements, we take into account a survey taken during the 1st European Psychiatric Association MOOC about CBT.

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“…Both practitioner and guideline characteristics have been found to vary across European countries. With regard to the first, differences in duration, content and specialisation pathways of training provided in clinical psychology or psychiatry exist between countries [29][30][31]. Similarly, guidelines are available and perceived as beneficial to different extents across Europe, according to a qualitative study conducted by Gatej et al [1].…”

Section: Introductionmentioning

confidence: 99%

Perspectives on clinical guidelines for severe behavioural problems in children across Europe: a qualitative study with mental health clinicians

Gatej¹,

Lamers²,

Domburgh

et al. 2019

Eur Child Adolesc Psychiatry

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Clinical guidelines for severe behavioural problems (SBPs) in children have recently been developed in several European countries. However, questions emerged regarding their applicability to practice. Our study aimed to provide a first European insight into guidelines' fitness-for-purpose by exploring mental health clinicians' familiarity with, use and perceived value of guidelines for SBPs in children. Participants included 161 clinicians, primarily psychiatrists, from 24 countries. Clinicians completed a semi-structured qualitative questionnaire on existing SBPs guidelines and development of new guidelines where not available. Clinicians' responses were mapped against academic experts' perceptions on SBPs guidelines highlighted in a previous study (Gatej et al. in Eur Psychiatry 57:1-9, 2019). Under half of the clinicians reported being unaware of guidelines. Of these, 37.6% represented countries where guidelines were available according to experts. The remaining half of clinicians who were aware of guidelines on average reported being moderately familiar with their content, perceiving them as moderately useful and using them some of the time. Additionally, 60.8% clinicians agreed that SBPs guidelines need to be developed, as these would create a shared scientific knowledge base and common practice. Guideline improvements included taking a multifactorial approach, creating specific case recommendations, and dissemination efforts. The modest familiarity with and use of guidelines amongst practitioners may highlight guidelines poor fitness-for-purpose, or, alternatively, an underlying confusion around the meaning and purpose of guidelines. Moving forward, efforts should be directed at disseminating clearer definitions of guidelines, addressing existing challenges, and unifying efforts to further develop and audit application of international guidelines for SBPs.

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Equal access for all? Access to medical information for European psychiatric trainees

Cited by 14 publications

References 9 publications

Where can early career researchers learn how to peer review a scientific paper?

Where can early career researchers learn how to peer review a scientific paper?

Can we really teach cognitive behavioral therapy with a massive open online course?

Perspectives on clinical guidelines for severe behavioural problems in children across Europe: a qualitative study with mental health clinicians

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