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Original papers: Tim Hawkins, Alison Lee, Helen Stephens, Gisa Matthies, and Alison Bailey Higher specialist training in child and adolescent psychiatry: a survey of academic programmes Psychiatr Bull 2006; 30: 19-23 [Abstract] [Full text] [PDF]

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Academic programmes in child and adolescent psychiatry

Ramprasad Attur   (10 January 2006)

Academic programmes in child and adolescent psychiatry 10 January 2006
Ramprasad Attur, Specialist registrar Westend adolescent unit,Hull Send letter to journal: Re: Academic programmes in child and adolescent psychiatry drpachu{at}yahoo.com Ramprasad Attur	I read the survey by Hawkins et al and the commentary by Sally E Bonnar (Psychiatry Bulletin January 2006,30,page 19-24) with great interest. Diversity in the academic programmes across schemes has been a focus of informal discussion among trainees. It is not surprising to see that certain competencies had low scores eg managing anxiety in colleagues, exercising managerial authority (Table 2). These are management skills and may not be within the scope of academic programme. The broad aim of academic programme is looking at strengthening knowledge (CAPSAC advisory papers 1999). Appraisal of papers sometimes can be a tedious as well as unrewarding experience. This partly could be because of the differences in the perceived importance of papers chosen. CAPSAC mentions a mix of classic studies and recent studies to be used. A database of classic studies in child psychiatry might be part of the solution. It is worth noticing that peer support and networking come up with top marks as seen by both trainees and coordinators. This reflects the isolation in which most trainees work. My personal experience is that child psychiatry trainees seldom attend local academic teaching sessions, which provide an opportunity to meet fellow SpR trainees in other sub-specialities. This important by-product of academic programme is crucial and facilitates developing skills for using peer group support. Having a nationally agreed programme would be prescriptive and restrictive as highlighted by Dr Bonnar in the commentary. This would limit local trainee involvement and diminish flexibility. The pace at which new information is coming in makes such a common curriculum redundant quickly. I welcome the idea of using the college website further to disseminate information about academic programmes and also information about the training schemes across the country. This can be a common platform where an evolving dynamic academic programme can be achieved. ROYAL COLLEGE OF PSYCHIATRISTS HIGHER SPECILAIST TRAINING COMMITTEE (1999) Child and adolescent Specialist Advisory Committee Advisory Papers.London: Royal college of psychiatrists Ramprasad Attur, Specialist Registrar in Child and Adolescent psychiatry, West end Unit Hull.