Christodoulou N, Kasiakogia K
University of Nottingham, Nottingham.
Forensic Psychiatrist, Glasgow, United Kingdom.
Psychiatriki. 2015 Jan-Mar;26(1):55-60.
In the second part of this diptych, we shall deal with psychiatric training in the United Kingdom in detail, and we will compare it--wherever this is meaningful--with the equivalent system in Greece. As explained in the first part of the paper, due to the recently increased emigration of Greek psychiatrists and psychiatric trainees, and the fact that the United Kingdom is a popular destination, it has become necessary to inform those aspiring to train in the United Kingdom of the system and the circumstances they should expect to encounter. This paper principally describes the structure of the United Kingdom's psychiatric training system, including the different stages trainees progress through and their respective requirements and processes. Specifically, specialty and subspecialty options are described and explained, special paths in training are analysed, and the notions of "special interest day" and the optional "Out of programme experience" schemes are explained. Furthermore, detailed information is offered on the pivotal points of each of the stages of the training process, with special care to explain the important differences and similarities between the systems in Greece and the United Kingdom. Special attention is given to The Royal College of Psychiatrists' Membership Exams (MRCPsych) because they are the only exams towards completing specialisation in Psychiatry in the United Kingdom. Also, the educational culture of progressing according to a set curriculum, of utilising diverse means of professional development, of empowering the trainees' autonomy by allowing initiative-based development and of applying peer supervision as a tool for professional development is stressed. We conclude that psychiatric training in the United Kingdom differs substantially to that of Greece in both structure and process. Τhere are various differences such as pure psychiatric training in the United Kingdom versus neurological and medical modules in Greece, in-training exams in the United Kingdom versus an exit exam in Greece, and of course the three years of higher training, which prepares trainees towards functioning as consultants. However, perhaps the most important difference is one of mentality; namely a culture of competency- based training progression in the United Kingdom, which further extends beyond training into professional revalidation. We believe that, with careful cultural adaptation, the systems of psychiatric training in the United Kingdom and Greece may benefit from sharing some of their features. Lastly, as previously clarified, this diptych paper is meant to be informative, not advisory.
在这幅双联画的第二部分，我们将详细探讨英国的精神科培训，并在有意义的地方将其与希腊的同等体系进行比较。正如本文第一部分所解释的，由于最近希腊精神科医生和精神科培训学员移民人数的增加，以及英国是一个受欢迎的目的地，有必要让那些有志于在英国接受培训的人了解该国的培训体系以及他们可能遇到的情况。本文主要描述了英国精神科培训体系的结构，包括培训学员所经历的不同阶段及其各自的要求和流程。具体而言，阐述并解释了专科和亚专科选项，分析了培训中的特殊路径，还介绍了“特殊兴趣日”的概念以及可选的“计划外体验”计划。此外，还提供了培训过程各阶段关键要点的详细信息，并特别留意解释希腊和英国培训体系之间的重要差异和相似之处。特别关注了皇家精神科医学院的会员考试（MRCPsych），因为它们是在英国完成精神科专科培训的唯一考试。此外，强调了按照既定课程推进、利用多种专业发展方式、通过基于主动性的发展赋予学员自主权以及将同行监督作为专业发展工具的教育文化。我们得出结论，英国的精神科培训在结构和过程上与希腊的有很大不同。存在各种差异，例如英国的纯精神科培训与希腊的神经科和医学模块培训、英国的培训期间考试与希腊的结业考试，当然还有为期三年的高级培训，这使学员能够为担任顾问做好准备。然而，也许最重要的差异在于理念；即在英国基于能力的培训进步文化，这种文化甚至进一步延伸到培训之外的专业重新验证。我们认为，通过谨慎的文化适应，英国和希腊的精神科培训体系可能会从相互借鉴一些特点中受益。最后，如前所述，这篇双联画论文旨在提供信息，而非提供建议。
