Abstract
Aims and methodTo carry out a survey to ascertain the role of academic clinical fellowship posts within the integrated academic training programme for academic training in child and adolescent psychiatry. Questionnaires were sent to UK academic child psychiatric units.ResultsA total of 18 units returned questionnaires; this identified eight university lecturers and two academic clinical fellows in post.Clinical implicationsIntegrated academic training pathways seem unlikely to contribute substantially to academic training and to maintaining the pool of academic clinicians in child and adolescent psychiatry. It may need reappraising with regard to psychiatric specialties.
Highlights
ResultsA total of 18 units returned questionnaires; this identified eight university lecturers and two academic clinical fellows in post
This paper addresses the role of the integrated academic training programme for academic training in child and adolescent psychiatry
In December 2009 the survey identified 20 child and adolescent psychiatric academic units in the UK; questionnaires detailing current academic child psychiatric staffing levels were obtained from 18 units, 14 of which were professorially led
Summary
In December 2009 the survey identified 20 child and adolescent psychiatric academic units in the UK; questionnaires detailing current academic child psychiatric staffing levels were obtained from 18 units, 14 of which were professorially led. The survey identified five pathways fellowship posts possibly allocated to child and adolescent psychiatry: under half (two) had been appointed at the originally intended early ST1-3 stage and the rest (three) at ST4-6 training levels. The survey identified 13 trainees in MRC or similar research fellowships, and in addition to university lecturer, and possibly some NHS honorary lecturer posts, this seems currently the best route into academic child psychiatry. A possible strategy might be to ring-fence fellowship posts for later subspecialty entry and training at ST4 level, but postgraduate medical deaneries might consider other strategies such as designated academic subspecialty posts at earlier foundation stages in postgraduate medical training This survey examined the contribution of integrated academic training pathways for subspecialty child psychiatric training, but the limitations identified might not be specific and could well apply and need reappraising with regard to academic psychiatric training generally. If the results extend to general psychiatry and to other medical specialties, they would indicate that efforts at promoting integrated clinical academic postgraduate training have not been successful in some areas, and this could have adverse implications for medical practice
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
