The Royal College of Psychiatrists has continued to emphasise the importance of psychotherapy training in different psychological modalities. The College guidelines for psychotherapy training as part of general professional training were published in 1993 (Reference GrantGrant et al, 1993). The new requirements, which follow on from the guidelines, have been prepared by the Psychotherapy and General Psychiatry Faculties. These requirements (still unpublished) have been agreed on, in principle, to become mandatory and only the implementation details are still under negotiation. These will depend largely on the results of the audit of candidates taking the MRCPsych exam in May 2001. The requirements were distributed to clinical tutors and Consultant Psychiatrists in summer 2001, with a covering letter from the Dean, Prof C. Katona.

They focus on five major areas, under the following headings:

1. 1. Development of interview skills

2. 2. Psychotherapeutic formulation

3. 3. A minimum of three short-term cases, each using a different psychotherapeutic model

4. 4. One long-term individual case

5. 5. Some experience of either group therapy or couple, family and systemic therapy.

Previous studies comparing the recommendations from 1993 with practice (Reference Hamilton and TracyHamilton & Tracy, 1996; Reference Hwang and DrummondHwang & Drummond, 1996; Reference Byrne and MeagherByrne & Meagher, 1997; Reference Rooney and KellyRooney & Kelly, 1999) have commonly found training not fulfilling the 1993 guidelines, with widespread shortcomings of psychotherapy training, lack of opportunities to take on cases and deficits in didactic teaching. These studies have recommended improvements; especially in the availability and quality of the psychotherapy supervision, ring-fenced time for the training and widening of the range of modalities. As far as we are aware, no study assessing psychotherapy training on an inner-city training scheme has been undertaken.

The aim of this study was to assess the training in psychotherapy among those trainees who successfully concluded their basic specialist training by passing the Membership Exam (MRCPsych) while on a Royal London Hospital (RLH) training scheme in psychiatry, subsequently incorporated into RLH and St Bartholomew's Hospital training scheme. A subsidiary aim was to assess the perceived relevance of the above mentioned psychotherapy experience in the respondents' current jobs.

Method

Results

Out of 24 originally identified subjects, 23 were eligible (sadly, one of our colleagues passed away last year), and these individuals were sent the questionnaires in autumn 2001. Twenty-two replies were received, giving a response rate of 95%. Most of the respondents received their basic medical training in UK (80%), some in Ireland (10%), some in Australia (5%) and some in the Middle East (5%). Gender was represented equally. Plans for the future and current consultant posts of respondents include the following specialties: adult (35%), child (27%), forensic (5%), forensic psychotherapy (5%), old age (23%) and addictions (5%). The details in psychotherapy training are presented in Table 1.

Table 1.

Details of psychotherapy training during basic specialist training

	Psychotherapy training as a senior house officer		Yes	No	Don't know	Very good	Good	Not quite enough	Too little
1.	Was a psychotherapy session included in your induction day?		45%	41%	14%
2.	Did you have access to regular theoretical seminars?		91%	9%
	If so, did you attend?		95%	5%
3.	Did you have case presentation psychotherapy seminars?		86%	14%
	If so, did you attend?		89%	5%	5%
4.	Did you have training in assessment for suitability for various treatments?		64%	36%
	If yes, how would you rate it?					14%	50%	21%	14%
5.	How many lecutures in your local MRCPsych course (I & II) were focused on psychotherapy (approximately)?	0-3	38%
		4-7	31%
		8-10	31%
6.	Did you have psychotherapy orientated support group for the trainees?		91%	9%
	If yes, how helpful did you find it?					20%	45%	10%	25%
7.	Did you participate in other psychotherapeutically orientated events outside the scheme?	a. Courses	50%	50%
		b. Conferences	14%	86%
		c. Lectures	36%	64%
8.	Was there a psychotherapy job on your rotation?		82%	14%	5%
	If yes, was it:	a. Full time	11%
		b. Part time	89%
9.	Did you apply for a psychotherapy job on the rotation?		64%	36%
	If yes, did you have a chance to do it?		86%	14%
10.	If you did the psychotherapy job, how would you rate it?					50%	42%	0%	8%
						Very good	good	Good enough	Not good enough

Forty-five per cent of trainees recalled having an introductory session on psychotherapy; 14% who answered ‘don't know’ passed their exam in 1993-95 and gave an explanation of not remembering such minute details.

The majority (91%) of respondents recalled having theoretical seminars and 95% of this group attended them.

Eighty-six per cent reported having access to case presentation psychotherapy seminars and 89% of those attended them.

The training in assessment for suitability for various treatments was also assessed; while 64% of respondents remembered receiving such teaching, only 64% of this group judged it as very good or good.

Ninety-one per cent recalled having a psychotherapy-orientated support group; 65% found it helpful, while 35% felt that it ‘wasn't enough’.

With regards to a dedicated 6-month post in psychotherapy, the majority of those who applied for it had the opportunity to work in this post and 92% of those rated it as very good or good (this is a ‘split post’, shared with child psychiatry and more recently, rehabilitation psychiatry).

The details of clinical psychotherapy experience are detailed in Table 2. Ninety-five per cent of trainees had an opportunity to take on a long case and some trainees, mostly those who worked in the psychotherapy post for 6 months, had treated more than one case. The duration of those cases varied, with the majority lasting over 26 weeks (85%) and one case lasting 8 years. With regards to the quality of supervision, it was mostly weekly (76%), with a Consultant Psychotherapist/Psychiatrist or a non-medical Psychotherapist and 75% judged it as excellent/good.

Table 2.

Details of psychotherapy experience during basic specialist training

Psychotherapy experience		Long-term 95%	CBT 73%	Family/marital 59%	Group therapy 45%	CAT 41%	Brief focal psychotherapy 32%
No cases	1	59%	25%	20%	60%	100%	14%
	2-3	32%	50%	30%	30%		14%
	4-5	9%	6%		10%		14%
	6-10		19%	10%			43%
	10+			40%			14%
Duration	≤ 16 Weeks	5%	68%	40%	44%	22%	71%
	16-26 Weeks	10%	21%	20%	44%	67%	29%
	26-52 Weeks	20%	5%	40%		11%
	1-2 Years	55%	5%
	> 2 Years	10%			11%
Supervision frequency	Weekly	76%	56%	54%	60%	67%	86%
	Fortnightly	14%	39%		10%	33%	14%
	Monthly		6%	15%	20%
	Other	10%		31%	10%
Supervisors	Consultant Psychotherapist	48%		8%	8%		11%
	Psychotherapist (non medical)	30%	18%	8%	23%	45%
	Consultant Psychiatrist	18%	12%	75%	31%	18%	78%
	Specialist Registrar		6%		8%
	Psychologist	3%	59%		23%	36%	11%
	Other		6%	11%	8%	0%
Quality of supervision	Excellent	30%	56%	22%	33%	13%	43%
	Good	45%	25%	56%	11%	50%	43%
	Adequate	20%	13%	11%	44%	13%	14%
	Poor	5%	6%	11%	11%	25%

Among short cases, cognitive-behavioural therapy was most popular, with 73% of respondents having an experience of it and 75% of this group treating more than one case. The majority of trainees were supervised by a psychologist in this modality. The quality of supervision was rated very highly; 81% thought it excellent/good.

Family and marital therapy was conducted most commonly in the setting of child and adolescent psychiatry, with most supervision from the Consultant Child Psychiatrist and, once again, it was judged highly by the trainees. Almost half of respondents also had a chance to experience group therapy (45%); most likely a reflection of a special interest in this subject of one of the consultants.

Cognitive-analytical therapy was one of the less frequently-experienced modalities; it is only available at the psychotherapy department and mostly to the trainees doing a psychotherapy job. Brief focal psychotherapy was experienced by only 32%. It was mostly supervised by a Consultant Psychiatrist, usually on a weekly basis and supervision was rated as excellent/good in 86% of cases. As the psychotherapy department was joined last year by a part time consultant with a special interest in this modality, it is expected to become more popular among trainees in the future.

In the last part of the questionnaire, under the heading of Miscellaneous Questions, the relevance of the training to current jobs was examined. Fifty-five per cent of respondents judged it as very relevant and 23% as relevant. None of them thought that there was too much emphasis on psychotherapy and 54% wished for more psychotherapy experience.

Discussion

Until recently, the rotation was geographically fairly limited, with a small number of trainees; this accounted for the figure of only 23 potential respondents. However, the extremely high response rate (95%) ensures that the results are representative of this particular cohort. We deliberately excluded those trainees who did not pass the Part II exam, as members of this group left the rotation at different stages of their training and therefore might have had a different (probably less full) experience. For those who passed the exam in the more distant past, it might have been difficult to recall all details of their training. However, they accounted for this by indicating when it was the case.

The rotation is small and atypical, in that it mostly covers deprived inner-city areas with high rates of serious mental illness. We were therefore surprised by the results of this study. It was hypothesised that due to the demands of busy jobs, psychotherapy experience would be more patchy. It seems that (pivotal to psychotherapy) one or more individual long cases were taken on by all but one respondent, despite the trainees having to move base from one hospital to another. This was found to be a problem in at least one previous study (Reference Hwang and DrummondHwang & Drummond, 1996).

Considerable numbers of respondents took part in psychotherapeutically-orientated events outside the scheme; with courses being popular (e.g. family therapy, group therapy, introductory lectures to psychoanalysis). This is a reflection not only of the special interest in the subject, but also the fact that the rotation, being so centrally placed, made it physically relatively easy for the trainees to get to various venues. The fact that the trust was supportive in facilitating ‘study leave’ is also not to be underestimated.

A large number of our respondents found a support group helpful; as these are now taking place at only one of three of our centres, this is an area for improvement, especially as the College recognises the importance of occupational stress among psychiatrists and recommends that adequate support networks should be made available to trainees (Reference GrantGrant et al, 1993). Unusually high numbers of trainees chose child and adolescent psychiatry as a career, and we speculate as to the relationship between this career choice and their early interest in psychotherapy. However, 63% of respondents have chosen specialities that are not immediately linked with psychotherapy. Nonetheless, the majority still showed a strong interest in it, valued it highly and wished for it to be a larger part of the curriculum in both theory and clinical experience. It seems that the psychotherapy experience is helping them to become more psychologically orientated psychiatrists, without necessarily ‘turning them’ into Consultant Psychotherapists.

Conclusion

The study shows that in this particular rotation in East London, there was a high level of psychotherapy experience, both didactic and case work, during the period of 1993 to spring 2001. In a previous paper, it has been noted that for comprehensive psychotherapy experience to be gained at SHO level, a willingness and availability on behalf of both supervisors and supervisees are essential (Reference Wildgoose, McCrindle and TillettWildgoose et al, 2002). It seems that although it is not the easiest option, it is possible to fulfil some of the College guidelines even with a relatively understaffed and poorly-resourced service, compared with an ideal setting that provides ring-fenced time, multiple psychotherapy consultants and comprehensive theoretical training. The new College requirements set explicit standards in psychotherapy training that are mandatory at the level of the individual MRCPsych candidate and at the level of the training courses. It appears that the rotation described in this paper does have a good foundation on which to implement these requirements.