In the current climate of intense change and restructuring of postgraduate psychiatric training, when the benefit of dedicated research time for specialist registrars is being questioned (Vassilas & Brown, Psychiatric Bulletin, February 2005, 29, 47-48), we agree with Dr Lawrie's (Psychiatric Bulletin, June 2005, 29, 231-232) observation that the higher trainee's research time is currently inadequately organised and supervised. We would therefore like to make two suggestions which could have significant impact on the outcome of psychiatric research training.

Firstly, the time allocated for research could be used more judiciously. The average entitlement for research time over a 3-year period of higher training is 130 days. As research activity varies in intensity at different stages in its progress, a breakdown of the total entitlement into chunks of ‘ research leave’ would give more flexibility. These periods of research leave could be used initially to attend a rolling programme of a specific training course organised on a regional or national basis. As the trainee becomes more skilled in basic research techniques, the leave periods could be taken as prearranged blocks with specific targets and outcomes. The final year of research training could then be used to complete a specific project either on an individual basis or as part of a supported research group.

Secondly, training programmes and accreditation systems for supervisors should be developed to ensure that they have adequate skills for mentoring research. Ideally the quality of supervision offered to trainees should be improved. The supervisor should be a trained, experienced researcher, affiliated if possible to a research institution. This would allow a consistently higher standard of research supervision and an opportunity for exposure of the trainees to research environments.