Training Directors' and Registrars' Views on Research Training in Australasian Psychiatry

Abstract

Objective:To determine to what extent research skills are taught and how they are taught to psychiatrists-in-training across Australasia. Method: Anonymous mail-out survey of training directors and trainee representatives on local training committees.Results: The questionnaire was completed by 20 of 23 directors (response rate = 87%) who reported on 522 trainee psychiatrists. Formal seminars or lectures and journal clubs were the most commonly adopted methods of teaching (90% and 70% of programs respectively) while only two programs formally required trainees' participation in research. Epidemiological research methods, critical appraisal skills, ethical issues, and research design were the topics most commonly taught formally, and these were taught in 80% of programs or less. Only 33 (6.3%) trainees were involved in a research project that involved data collection. Conclusions:Research skills were rather uniformly taught. The results are discussed in relation to identified areas for improvement.

Assessing research competency development in Canadian psychiatry residency programs: A systematic review and future directions

“…Ten surveyed general attitudes, experiences, and reflections on research training during residency (Table 1). 47–56 The remaining 26 studies evaluated interventions designed to enhance research competencies or skills in specific techniques (Table 2). 57–82…”

“…[54][55][56] Epidemiological methods, critical appraisal skills, ethical issues, and research design were the most commonly taught topics in didactic resident seminars. 49 Residents and training directors consistently identified the need for protected research time and support as the most valued resources. [54][55][56] Agreeing on a research training plan with a mentor and regularly reviewing support and supervision through a newly developed mentoring process was associated with high trainee satisfaction levels.…”

The Scientific Practitioner in Psychiatry for the 21st Century

“…They argued that the paucity of clinical researchers was at least partly due to lack of direct research training, which should be ‘offered, or probably be mandatory, to all trainees’. Andrews et al have also conducted a similar survey of the 23 directors of training and trainee representatives in Australasia 4 . They had a very high response rate (87% of directors and 65.2% of trainees).…”

“…Andrews et al have also conducted a similar survey of the 23 directors of training and trainee representatives in Australasia. 4 They had a very high response rate (87% of directors and 65.2% of trainees). They found that only two programmes formally required research participation.…”