A scholarly endeavour: some practical tips on completing the scholarly project

Formulation in psychiatry - a guide to developing competence

OBJECTIVE

This paper highlights the importance of psychiatric formulation and provides guidance to those learning the art of formulation. To achieve this, we explore the guidance on formulation that has been previously published in Australasian Psychiatry, identify the key components of psychiatric formulation, and outline an approach to comprehensive formulation in routine clinical practice.

CONCLUSION

Formulation is the foundation of good psychiatric practice but presents a considerable challenge to the novice practitioner. Understanding the ingredients of formulation and a method for meaningfully putting these together will guide deliberate practice to learn the art of psychiatric formulation.

Completing the RANZCP scholarly project in a rural/regional setting: a practical example

OBJECTIVE

The Royal Australian and New Zealand College of Psychiatrists (RANZCP) scholarly project (SP) is a major hurdle for trainees completing psychiatric training - intensified for those working in rural settings. Whilst strategies to overcome this challenge have been proposed, there are few examples of how these have been successfully implemented. This report will describe the completion of a RANZCP SP in a regional setting, with supervision and support provided by an academic psychiatrist working within a metropolitan research centre.

CONCLUSION

Trainees in remote geographical locations can utilise expert supervision from academic psychiatrists to successfully complete the SP. Key components are support from both the trainee and supervisor's employers, utilisation of a range of supervision modalities and a clear pragmatic memorandum of understanding between the supervisor and trainee. This initiative had widespread benefits beyond completion of the SP for all parties involved.

Stepping forward: challenges and pathways to building a vibrant research culture through the Scholarly Project

OBJECTIVES

The Scholarly Project is a relevant task to support building a culture of research in psychiatry across Australia and New Zealand. However, there are several impediments to trainees' confident completion of this project. The authors review recent literature on the challenges voiced by trainees, as well as solutions posed by clinician-researchers and medical educators. Relevant strategies are highlighted, and several practical solutions to support the completion of the Scholarly Project are proposed.

CONCLUSIONS

There are several pathways available to alleviate barriers to trainees' timely commencement and completion of the Scholarly Project, including enhancing research capacity within services, familiarity with the requirements, access to supervisors and additional support for trainees.

What affects completion of the scholarly project? A survey of RANZCP trainees

OBJECTIVE

To explore trainee perception of what facilitates or delays completion of the RANZCP Scholarly Project (SP).

METHOD

Of 182 currently registered New Zealand trainees, 33 (18%) completed an online questionnaire and three open-ended questions.

RESULTS

Most trainees agreed or strongly agreed that having protected time for research (87.5%) and access to an appropriate supervisor (87.9%) would facilitate the completion of their SP. Other college requirements were identified by most trainees (87.9%) as a factor delaying completion.

CONCLUSIONS

Identifying and protecting research time and ensuring adequate supervision appear essential to improve the uptake and completion of this training requirement.

Supervising trainees in research: what does it take to be a scholarly project supervisor?

OBJECTIVES

Scholarly projects (SPs) are a compulsory component of psychiatry training in Australasia. This article outlines the role of a research supervisor in supporting a trainee to complete an SP.

METHODS

A total of 10 old age and forensic psychiatry SPs were reviewed with regard to aims, methodology, supervisor input, trainee tasks and additional resources.

RESULTS

The main supervisor tasks are described and discussed. They include practical advice on study design, ethics applications, critical appraisal, data analysis, academic writing and publication.

CONCLUSIONS

Supervising SPs can bring significant rewards in awakening a trainee's interest in research. Key competencies for research supervision are discussed and further recommendations for supervisor support and training are provided.

Transforming an idea into a scholarly project

OBJECTIVES

This article describes components of a workshop designed to orientate psychiatric trainees to the task of conducting a scholarly project. The aims are: to promote an approach that incorporates principles of adult learning to guide trainees who are undertaking research; to allow trainees to transform their ideas into more tangible research questions; and to enable supervisors to reflect on delivering similar content in scholarly project workshops.

METHODS

The workshop comprised: creating a safe space to explore ideas; discussing the process of posing a question or hypothesis; using group interactions to generate concepts; and considering personal values that influence the choice of research methodology to answer a question.

RESULTS

Examples are provided from the workshop. The process enabled trainees to generate and distil ideas into more concrete questions and methods in three phases: introductory, exploratory and tangible.

CONCLUSIONS

Adult learning principles may assist trainees to develop their ideas for a scholarly project into research questions that are relevant to clinical practice. Harnessing the creative potential of a peer collective may encourage deeper inquiry, shifts to a tangible output and a sustained interest in research.

Navigating through the Competency Based Fellowship Program: two trainees' experience of the 2012 program

OBJECTIVES

This article discusses the real-life experience of two senior registrars who are approaching the end of their training under the 2012 Competency Based Fellowship Program. We have shared some practical tips to assist trainees in completing the Program, with particular emphasis on examination preparation.

CONCLUSION

Whilst stressful at times, we believe that going through the Competency Based Fellowship Program has helped us build our knowledge, skills base, and expertise for practising psychiatry as consultants.