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Role conflict and barriers to learning for senior registrars in child and adolescent psychiatry

  • D. M. Eminson (a1) and J. M. Green (a2)
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The landscape of training in child psychiatry is changing fast. In recent years the content of theory and practice within the discipline has evolved rapidly and the latest Royal College guidelines for higher training (Royal College of Psychiatrists, 1995) show a daunting array of training areas to be encompassed in four years or less. The Caiman proposals (Department of Health, 1993) will abbreviate and so inevitably further intensify postgraduate training in the speciality. We argue in this paper that the fact of entering such an intensive training at the level of senior registrar can, under certain circumstances, create barriers to learning. We describe the efforts of trainees, consultants/trainers and scheme coordinators to adapt to these difficulties as they arise.

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Copyright
This is an Open Access article, distributed under the terms of the Creative Commons Attribution (CC-BY) license (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
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References
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Department of Health (1993) Hospital Doctors: Training for the Future. The Report of the Working Group on Specialist Medical Training (Caiman Report). London: HMSO.
Royal College of Psychiatrists (1994) Statement of Approval of Training Schemes for General Professional Training for the MRC Psych. London: RCPsych.
Royal College of Psychiatrists (1995) Handbook of the Joint Committee in Higher Psychiatric Training (7th edn). London: RCPsych.
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BJPsych Bulletin
  • ISSN: 0955-6036
  • EISSN: 1472-1473
  • URL: /core/journals/bjpsych-bulletin
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Role conflict and barriers to learning for senior registrars in child and adolescent psychiatry

  • D. M. Eminson (a1) and J. M. Green (a2)
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