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Royal College of Psychiatrists Psychiatric Trainees Committee Supported and Valued 24 – 25 January 2019 Manchester, UK CONFERENCE BOOKLET
Royal College of Psychiatrists
Psychiatric Trainees Committee
Supported and Valued
24 – 25 January 2019
Manchester, UK
CONFERENCE BOOKLET
1
2
Contents Page(s)
General information 4
Programme overview - Thursday 5
Workshop list - Thursday 6
Programme overview – Friday 7
Workshop list - Friday 8
Speaker abstracts and biographies 9
Workshop Leaders 16
Poster Abstracts 19
Notes 33
3
4
GENERAL INFORMATION
Accreditation
This conference is eligible for up to 6 CPD hours per day, subject to peer group approval.
Certificates You will receive your certificate of attendance by email after the conference.
Cloakroom Coats can be left on the coat rack by the main room.
Mobile phones Please turn off or switch to silent.
Feedback
You will be emailed a link to complete a feedback survey. Please let us know what you thought of the day!
All comments received remain confidential and are viewed in an effort to improve future meetings.
If you wish to tweet about the conference use @RCPsych @RCPsychTrainees #supportedandvalued
Lunch and refreshment breaks
Lunch and tea & coffee breaks will be served in the main foyer, on the ground floor. Queries
Please come to the conference registration desk in the main foyer on the ground floor if you require any assistance.
Registration desk The registration desk is located in the reception area, ground floor.
Sessions
All sessions take place in the John Logie Baird Suite on the ground floor. Wifi
Complimentary WiFi is available to all delegates. The password is: Member
Photography Please be aware that there will be a photographer on site during the event. He will be taking
some general ‘fly on the wall’ images as well as photos of talks. He may also ask your
permission to take some close up images of trainees and some ‘action’ shots. You are free to
decline having your image taken but if you are happy to be part of these close up images we
ask that you sign a GDRP declaration form which will be available from both the registration
desk or the photographer on the day.
Fire Exits No fire drills are scheduled for today, so if an alarm sounds it is a real fire! Please exit by the closest exit and follow instructions from Marriott staff.
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PROGRAMME
• All sessions will take place in the John Logie Baird Suite, Ground floor • Workshops will take place in JLB 1, JLB 2, JLB 3 and JLB 4 – please see the
workshop list on page 4 for room allocations • Lunch and refreshments will be served in the main foyer
Thursday 24 January
10:30-11:00 Registration and refreshments
11:00-11:05 John Logie
Baird Suite
Welcome
Dr Russell Gibson, South West PTC Rep & Supported and
Valued Conference Lead
11:05-12:30
John Logie Baird Suite
Session 1: Supporting Trainees
Chair: Dr Ross Runciman, Vice Chair & South West PTC Rep
11:10-11:40 Public Mental Health and the workforce
Professor Dinesh Bhugra, President of the BMA
11:40-12:10 How to be a joyful doctor
Dr Caroline Walker, Founder of The Joyful Doctor
12:10-12:30 Supported and Valued? What have we done and what do we still need...
Dr Alex Till, Chair and North West PTC Rep
12:30-13:20 Lunch and poster viewing
13:20-14:00
JLB 1-4
Workshop Session1
Workshop Choices:
Delegates will have the opportunity to
attend 2 of the 3 available workshops
• Everyone seems to be talking about it, but what is mentoring
and coaching and how can either help me? – Dr Vicky Cleak
• Life as a specialty registrar and making the most out of special interest sessions – Dr Luke Baker
and Dr Matthew Kelleher • Supporting international medical
graduates – Dr Subodh Dave and Dr Shumaila Asmat
14:00-14:40
JLB 1-4
Workshop Session 2
14:40-15:10 Afternoon refreshments & meet your local PTC rep
15:10-17:00
John Logie Baird Suite
Session 2: Latest developments and challenges in
psychiatry
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Chair: Dr John Carroll, Foundation Doctor Associate
Representative
15:15-15:45 The trainee guide to tribunals
Dr Joan Rutherford, Mental Health Tribunal
15:45-16:15 Challenges facing psychiatry and the future of the
mental health workforce
Dr Adrian James, Registrar, RCPsych
16:15-16:30 Update on curriculum review
Dr John Russell, Associate Dean for Curriculum, RCPsych
16:30-17:00 Life as a Head of School of Psychiatry
Dr Chris O’Loughlin, East of England, Head of Postgraduate School of Psychiatry & RCPsych Trainer of the Year 2018
17:00 End
19:00 Conference Dinner (advance bookings only)
WORKSHOPS
Delegates will have the opportunity to attend 2 of the 3 available workshops
JLB 1: Everyone seems to be talking about it, but what is mentoring and coaching and how
can either help me? – Dr Vicky Cleak
The College has committed to providing access to mentoring and coaching to all of its members and is
looking to develop mentoring networks across the country. But, what is the difference between
coaching and mentoring? Who would benefit from it? and What impact could it have on you and the
service?
JLB 2: Life as a specialty registrar and making the most out of special interest sessions
– Dr Luke Baker and Dr Matthew Kelleher
JLB 3: Supporting international medical graduates – Dr Subodh Dave & Dr Shumaila
Asmat
There are many avenues available to support IMG doctors where the College is making sure to provide
a comprehensive induction in the NHS, especially in Psychiatry. Annually arranging the IMG
conferences, platforms like trainee support group, Psychiatric Trainee Committee (PTC), buddy or
mentoring schemes in some deaneries, making sure that trainers are trained in supporting the need of
IMGs and providing the relevant resources available for them to seek help. For trainees, knowing and
learning the local traditional culture and historical knowledge is imperative in attaining the cultural
assimilation.
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Friday 25 January
08:45-09:15 Registration and refreshments
09:15-09:20
John Logie Baird Suite
Welcome & Recap
Dr Russell Gibson, South West PTC Rep & Supported and Valued Conference Lead
09:20-10:40
John Logie
Baird Suite
Session 3: When things go wrong
Chair: Dr Alex Till
09:25-09:45 Implementing a just culture in healthcare
Dr Arun Chidambaram, Deputy Medical Director, Mersey Care
NHS FT
09:45-10:05 The GMC’s perspective on a just culture
Professor Colin Melville, Director of Education and Standards, GMC
10:05-10:25 The case for a just culture in healthcare
Dr Jenny Vaughan, Consultant Neurologist and Medical Law Campaigner
10:25-10:40 Q&A
Dr Jenny Vaughan, Dr Arun Chidambaram, Professor Colin
Melville
10:40-11:10
John Logie Baird Suite
Keynote speech: TBC
11:10-11:40 Refreshments and poster viewing
11:40-12:20
JLB 1-4
Workshop
Session 3
Workshop Choices:
Delegates will have the opportunity to attend 2 of the 4 available workshops
• How to make working Less Than Full Time work for all – Dr Sara Davies
• Applying for consultant posts and life beyond training – Dr Rory Conn
• Guide to ST applications – Dr Russell Gibson and Dr Ross Runciman
• Psychological Safety – Dr Nadeem
Moghal
12:20-13:00
JLB 1-4
Workshop
Session 4
13:00-13:50 Lunch and poster viewing
Meet the Psychiatric Support Service
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13:50-15:20
John Logie Baird Suite
Session 4: Looking after you
Chair: Dr Charlotte Blewett, Immediate past Chair and Trent PTC Rep
13:55-14:20 Staying safe: The importance of sleep
Dr Mike Farquhar, Consultant Paediatrician
14:20-14:50 The importance of wellbeing to avoid burnout
Dr Rosalind Ramsay, Psychiatric Support Service
14:50-15:20 The Wounded Healer
Dr Ahmed Hankir, RCPsych Core Trainee of the Year & Editor of ‘The Registrar’
15:20-15:50 Closing address: What the College can do for you
Dr Kate Lovett, Dean, RCPsych
15:50 End
WORKSHOPS
Delegates will have the opportunity to attend 2 of the 4 available workshops
JLB 1: How to make working Less Than Full Time work for all – Dr Sara Davies
Working Less Than Full Time (LTFT) is often considered by trainees for caring responsibilities, health or
other reasons. There is the future potential of other trainees being able to work LTFT purely for work
life balance issues. The College is keen to support trainees who wish to work LTFT, as well as advise
clinical and educational supervisors, Training programme Directors and Heads of School as to how to
best optimise working LTFT for all. The College is launching a new LTFT page on the College website.
This interactive workshop is open to all colleagues, trainees and trainers, be they LTFT, thinking of
LTFT, and/or working full time. Dr Davies will reveal the new website page, which will include LTFT
issues for trainees including the eligibility, application, training issues, progression, outcomes, and
FAQs. The website and presentation will also outline advice and supports for trainers and full time
colleagues. There will be an opportunity for discussion of delegates’ experiences, goals, challenges,
available supports and future direction.
JLB 2: Applying for consultant posts and life beyond training – Dr Rory Conn
This workshop will cover the following points:
How to plan strategically to get a great consultant job; Building a portfolio CV; Putting yourself
forward: Who to meet, and which conversations to have; finding a mentor; Understanding your
leadership style; Job planning: Appraisal, revalidation, clinical excellence awards
JLB 3: Guide to ST applications – Dr Russell Gibson and Dr Ross Runciman
JLB 4: Psychological Safety – Dr Nadeem Moghal
Doctors are resolutely low reporters of error and harm into Trust incident management systems. This
has been made more challenging by the Bawa-Garba case. There are additional human factors
psychology challenges such as hierarchies and feeling safe to report. Error and harm reporting is a key
resource for improving the quality of care. The workshop will share and test an open system for
reporting, using the concept of psychological safety, enabling worldwide app based learning and
reflection.
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PRESENTATION ABSTRACTS AND BIOGRAPHIES
(LISTED BY PROGRAMME ORDER)
Dr Russell Gibson, South West PTC Rep & Supported and Valued Conference Lead
Russell Gibson is an ST4 in General Adult and Old Age Psychiatry working with Livewell Southwest in
Plymouth. He is currently South West Division representative to the Psychiatric Training Committee of
the Royal College of Psychiatrists and has been lead for the inaugural PTC Supported and Valued
conference. He is PTC representative to the QI committee. He has previously undertaken an Academic
Clinical Fellowship, publishing research into patient safety in mental health and has completed an MSc
in Leadership for the Health Professions with Swansea University.
Session Chairs –
Session 1: Supporting Trainees
Dr Ross Runciman, Vice Chair & South West PTC Rep
I am trainee psychiatrist (ST4) in General Adult and Older Adult Psychiatry and the Vice Chair of the
Psychiatric Trainees Committee. I am passionate about ensuring trainees are supported in their
training and making psychiatry sustainable. I am married to a wonderful GP who keeps me grounded
plus two rescue dogs who take me walking.
Session 2: Latest developments and challenges in psychiatry
Dr John Carroll, Foundation Doctor Associate PTC Representative
Dr John Carroll is a CT1 in North West London. He is the Foundation Doctor Associate Representative
on the Psychiatric Trainees’ Committee 2017-19. John sits on the Choose Psychiatry Committee and
Faculty of Eating Disorders Executive Committee. He works alongside the Medical Student Associate
Representative to edit the FuturePsych magazine.
Session 3: When things go wrong
Dr Alex Till, Chair and North West PTC Rep
Dr Alex Till is the current Chair of the Psychiatric Trainees’ Committee (PTC). He has been a member of
the PTC since 2015, leading their national reviews Supported and Valued? and Supported and Valued?
Staying Safe.
Alex graduated from The University of Leicester in 2012 and accepted a leadership and management
academic foundation programme within the East Midlands. He then progressed onto core and now
higher specialty training in forensic psychiatry within Health Education North West, where he attained
MRCPsych in 2016.
Alongside his clinical training, Alex has completed a Master’s in Leadership for the Health Professions
from Swansea University - where he is now an Honorary Clinical Senior Lecturer on the programme, is
in the final year of an Executive MBA at Warwick Business School and has recently commenced an LLM
in Mental Health Law.
Alex is also a Governor at Mersey Care NHS Foundation Trust, a Specialist Advisor for the CQC, an
Independent Custody Visitor, and spent a year out of programme on the National Medical Director’s
Clinical Fellow Scheme.
Session 4: Looking after you
Dr Charlotte Blewett, Immediate past Chair and Trent PTC Rep
I am an ST7 trainee in Old Age and General Adult Psychiatry based in South Yorkshire. Psychiatry is a
varied and exciting speciality and I am dedicated to encouraging others to #choosepsychiatry and to
improve training for psychiatry trainees across the country. I’ve been fortunate to be involved
developing recruitment schemes locally and have been a representative on the Psychiatry Trainees
Committee since 2014. Outside of this I love travelling to help gain ideas and inspiration, for my other
love cooking and always love to hear about new suggestions for the next trip. Twitter: @clblewett
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Speakers
Public Mental Health and the workforce: Wellbeing and Mental Health of Doctors and Medical
students
Professor Dinesh Bhugra, President of the BMA
Professor Dinesh Bhugra CBE is Emeritus Professor of Mental Health and Cultural Diversity at the
Institute of Psychiatry, Psychology and Neuroscience at King’s College London. He was President of the
World Psychiatric Association from 2014-2017 and in 2018 became President of the British Medical
Association. Dinesh Bhugra’s research interests are in cultural psychiatry, sexual dysfunction and
service development. He is the recipient of over 10 honorary degrees. He has authored/co-authored
over 400 scientific papers and 30 books, and is the Editor of three journals (International Journal of
Social Psychiatry, International Review of Psychiatry and International Journal of Culture and Mental
Health). Previously he was the Dean (2003-2008) and then President (2008-2011) of the Royal
College of Psychiatrists in the UK, where he led on major policy initiatives on psychiatry’s contract with
society and the role of the psychiatrist.
Repeated studies have demonstrated high levels of depression, anxiety and psychological distress
amongst doctors and medical students across the world. In several studies such levels have been
shown to be higher than those reported in general population. In 2013, the GMC reported a 50% rise
in mental health issues in UK medical students and in a recent survey of 221 graduate entry medical
students from around the UK a staggering 67.3% self-rated as suffering with mental health issues. As
a result of these increasing concerns, the BMA has committed to work to improve wellbeing amongst
medical students as well as doctors. At a time when the NHS is under-resourced, over-stretched and is
facing recruitment and retention problems, it is vital that the health and wellbeing of staff is prioritised.
How to be a joyful doctor
Dr Caroline Walker, Founder of The Joyful Doctor
Dr Caroline Walker is a doctors’ wellbeing specialist, a loving mum of two and an international role
model for doctors with mental health conditions. Caroline has first-hand experience of burnout, bipolar
disorder, addictions and more. Through her own mental and physical health struggles as a doctor
Caroline came to realise that, as doctors, we desperately need more support to take care of ourselves -
without feeling guilty, isolated and scared of the consequences for our careers.
Caroline founded The Joyful Doctor to help transform the lives of doctors around the world - to
highlight the pressures, and mental health costs, of working in medicine and to help struggling doctors
to seek support. She helps disillusioned doctors to love their work again, and to choose work that truly
satisfies their purpose in life.
As a psychiatrist, therapist, author, speaker, trainer and coach Caroline believes the secret to being a
Joyful Doctor is to do what you love - whether that means working in medicine or not! As The Joyful
Doctor she supports overworked and under-appreciated doctors to come back from the brink of mental
health and career crises, and to take steps towards a happier, healthier, more fulfilled life and career.
Caroline will be speaking today about her own journey of struggling, and thriving, as a doctor, about
the common struggles that all doctors face, and the simple tools that can turn your work and life in a
more joyful direction - no matter how hard things get. She will be reminding us that we are human
beings first, and doctors second.
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Supported and Valued? What have we done and what do we still need...
Dr Alex Till, Chair and North West PTC Rep
Presented on behalf of the Psychiatric Trainees’ Committee, the evolution of ‘Supported and Valued’ is
discussed, highlighting the achievements to date that make it clear that trainees’ voices have been
heard. However, there is much to still achieve, and the conversation must continue throughout every
division, school and local education provider to ensure that all trainees feel safe, supported and valued.
This is both a collective and individual responsibility which we all have the power to change.
The trainee guide to tribunals
Dr Joan Rutherford, Mental Health Tribunal
Joan Rutherford was appointed as Chief Medical Member for the Mental Health Tribunal in 2010. This is
a full time role to both work as a tribunal doctor (medical member) at hearings, but also provide input
to tribunal management, appraisal and training within the tribunal.
Prior to 2010, she was a Consultant Psychiatrist and Associate Medical Director with South West
London and St George’s Mental Health Trust and previously Postgraduate Education Lead for Kingston
and Richmond.
Joan retains an Honorary Consultant contract with South West London and St George’s Mental health
Trust and remains involved in training within the NHS.
This presentation consists of ten tips to assist trainees in psychiatry to give written and verbal
evidence to the mental health tribunal. This is practical advice about answering the statutory criteria
(the legal criteria used to justify a patient’s continued detention). The presentation will guide trainees
to further information.
Challenges facing psychiatry and the future of the mental health workforce
Dr Adrian James, Registrar, RCPsych
Adrian has been Registrar of the College since 2015. In this role he has overall responsibility for policy,
public education, revalidation and membership engagement.
In his role as College Registrar he is prioritising recruitment and communicating with the public, media
and system leaders to ensure parity of esteem becomes a reality on the ground.
Adrian is Consultant Forensic Psychiatrist at Langdon Hospital in Dawlish, Devon. He is a former
Medical Director of Devon Partnership NHS Trust and Founding Chair of the School of Psychiatry at the
Peninsular Deanery (2006-2008).
He was the elected Chair of the South West Division of the Royal College of Psychiatrists (2007-2011)
and sat on the College Council in this capacity.
In 2010 he was appointed Chair of the Westminster Parliamentary Liaison Committee of the Royal
College of Psychiatrists (attending the three main Party Conferences 2011-14 in this capacity).
He was Clinical Director for Mental Health, Dementia and Neurology, working for NHS England South
West (2013-2015, interim from 2012-13). He has also acted as a Reviewer and Clinical Expert for the
Healthcare Commission and its successor organisation the Care Quality Commission (CQC).
Adrian will discuss the current challenges for mental health services. He will briefly touch on the Mental
Health Act review recommendations and outline the mental health element of the Long Term Plan for
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the NHS. He will finish with an overview of workforce issues with a comprehensive plan as to how
these can be addressed and what the College is doing.
Update on curriculum review
Dr John Russell, Associate Dean for Curriculum, RCPsych
Following completing my A levels in 1994, I went to Durham University for a year to start an
Engineering Science degree. However I changed my mind halfway through the year and applied to
Medical School!
I graduated from Aberdeen University Medical School in 1990 and after junior house jobs in Carlisle, I
went onto the East Cumbria GP Vocational Training Scheme obtaining MRCGP in 1994. Thereafter I did
a Psychiatry post (as I had not done one on the GP rotation) in Carlisle and then applied for Psychiatry
training in SE Scotland commencing February 1995. I obtained MRCPsych in 1998 and then went on to
CCT in Psychiatry of Learning Disability in 2002. I became FRCPsych in 2013.
I have been a Consultant Psychiatrist for adults with intellectual disabilities in SE Scotland based in
Edinburgh and Fife since 2002. Currently my job involves predominantly working as part of an
MDT with patients with ID and mental health problems +/- behavioural challenges who are in hospital.
Alongside my clinical role I have previously undertaken training to be an approved systemic
practitioner.
I've also been able to develop interests in teaching and training over the years via various roles
including Clinical Supervisor, College Tutor, Educational Supervisor, Regional Advisor, TPD locally as
well as nationally for ID Psychiatry in Scotland and Chair of the UK ID Psychiatry Faculty Specialty
Advisory Committee.
I've also represented Scotland on the RCPsych UK Recruitment Board as well as on the
RCPsych Education and Training Committee.
In March 2018 I was appointed RCPsych Associate Dean for Curricula and took up post in July 2018.
Life as a Head of School of Psychiatry
Dr Chris O’Loughlin, East of England, Head of Postgraduate School of Psychiatry & RCPsych
Trainer of the Year 2018
Dr Chris O’Loughlin took up his role as Head of School in the East of England in 2017, bringing his
enthusiasm for psychiatry training, fostered whilst Training Programme Director and Director of Medical
Education for Cambridgeshire and Peterborough Foundation Trust, to the regional level. He is a strong
believer in the trainee experience in training and the workplace, combining this with social media to
promote recruitment to psychiatry and raise standards. He also enjoys triathlon. In 2018 he won the
Psychiatric training of the year award at the Royal College of Psychiatrists.
Dr O’Loughlin will speak on the various aspects of the Head of School role and how this can influence
the trainee experience on the ground. He will talk about the different challenges he faces, and how the
Deaneries can be a useful resource and ally for trainees.
Implementing a just culture in healthcare
Dr Arun Chidambaram, Consultant Forensic Psychiatrist, Mersey Care NHS FT
Dr Arun Chidambaram is a Forensic Psychiatrist and works in a community team (Forensic PD and
ASD). He completed MD Psychiatry in 2004, specialist training in Forensic Psychiatry in 2010 and
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obtained a postgraduate certificate in healthcare leadership in 2016. He completed Nye Bevan course
in executive leadership with NHS Leadership Academy in 2017. He was appointed as Deputy Medical
Director in Calderstones NHS Trust in October 2015 and in Mersey Care NHS Foundation Trust in
August 2016. He is the medical lead for Centre for Perfect Care team (QI and R & D) for the Trust. He
is a member of Strategic Partnership Board, overseeing the new care models in secure services in the
northwest region. He is a member of Royal College Standard Setting Panel and an approved CASC
examiner. He is a trained Case Investigator for Revalidation Support Team as well as NCAS.
I will be sharing an overview of Mersey Care’s experience as a provider of adopting the principles of
Just and learning Culture (operationalizing a core value) and the importance of engaging the wider
system. Distinguishing causality & contribution in clinical errors has been one of the insights for us. I
will provide context to this in my talk.
The GMC’s perspective on a just culture
Professor Colin Melville, Director of Education and Standards, GMC
Professor Colin Melville’s work in medical education and leadership goes back to 1997, and has
included roles such as Clinical Director, Medical Director and Director of Medical Education. Colin was
also responsible for the local introduction of foundation training in 2005, the delivery of modernising
medical careers and supporting and developing the final year curriculum for the first cohort of Hull York
Medical School students in 2007.
In 2012 Colin took up a full time clinical academic post as Head of MBChB and then Head of Medical
Education at Warwick Medical School and in 2015 was appointed as Head of the Medical School at
Lancaster University.
Colin took up his role as Director of Education and Standards in January 2017 at the GMC and has
already made significant contributions to the work of the GMC; overseeing the launch of several key
documents in support of postgraduate medical education and more recently in the review of Outcomes
for Graduates.
In June 2018, Colin was appointed Honorary Professor of Medical Education at the University of
Manchester.
The case for a just culture in healthcare
Dr Jenny Vaughan, Consultant Neurologist and Medical Law Campaigner
Dr Jenny Vaughan (@DrJennyVaughan) has been Consultant Neurologist for 15 years (NW London
Hospitals NHS Trust and Imperial College Healthcare NHS trust). She was the medical lead for the
successful over-turning of the conviction of Surgeon Mr David Sellu for gross negligence manslaughter
in 2013. The medico-legal appeal team subsequently won the prestigious 'crime team of the year
award' at The Modern Law Awards (2018).Her work in bringing those in the field together was
published and recently cited editorially in the BMJ. She has become a leading voice of the medical
profession on this subject. She has vocalised the concerns of the whole profession with respect to
medical manslaughter in mainstream media. She has been a keynote speaker at multiple events, most
especially since the overturning of the erasure decision in the case of Dr Hadiza Bawa-Garba. She has
published widely-read articles on the impact of the criminal law on healthcare. She has conducted
surveys of the medical profession in order to assess the impact of the criminal law on healthcare. Her
findings have informed law-makers, politicians, the media, the BMA, the royal colleges and
the profession in general. She co-founded the first UK online resource for anyone to access who wishes
to know more about the charges of gross negligence manslaughter in healthcare
www.medicalmanslaughter.co.uk. She sits on the medico legal committee of the BMA and is an exec
member for law and policy for The Doctor's Association UK. She hopes to improve patient safety by
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continuing in these roles and also raising awareness of the need for a 'just culture' amongst patients,
organisations and healthcare professionals.
Staying safe: The importance of sleep
Dr Mike Farquhar, Consultant Paediatrician
Dr Mike Farquhar is a consultant in sleep medicine at Evelina London Children’s Hospital.
He trained in general paediatrics, respiratory paediatrics and sleep medicine in Glasgow, Nottingham,
Sydney and London, and took up his current post in 2012.
Mike has an interest in the importance of sleep, sleep deprivation and fatigue in the context of
shiftwork within the NHS. He has worked to improve awareness and understanding of these issues
since becoming a consultant, working with organisations including the London School of Paediatrics,
the Royal College of Paediatrics and Child Health, the Association of Anaesthetists of Great Britain and
Ireland (and received The AAGBI Award for this work in 2018), the Royal College of Anaesthetists, the
British Medical Association and the Care Quality Commission amongst others.
Mike can be found on Twitter @DrMikeFarquhar, where he regularly tweets about sleep-related
issues affecting children and young people, as well as the importance of acknowledging the impact of
workplace fatigue, and more general sleep issues.
Mike also has an interest in raising awareness of challenges and issues faced by LGBT+ children, young
people and families. He runs the @RainbowNHSBadge Twitter account.
The importance of wellbeing to avoid burnout
Dr Rosalind Ramsay, Psychiatric Support Service
Ros Ramsay is a consultant psychiatrist and deputy medical director for medical workforce and quality
improvement at the South London and Maudsley NHS Foundation Trust. She is also the Specialist
Advisor for the Psychiatrists Support Service at the Royal College of Psychiatrists. She has an interest
in service development, quality improvement, recovery in mental health and medical workforce. She
was previously chair of the Women in Psychiatry SIG at the College. She trained as a coach through
the London Deanery and is the coaching and mentoring lead for the London Division. She is an NCAS
assessor and also assesses doctors for the Professional Support Unit at HEE.
Ros will outline the role of the Psychiatrists Support Service and consider issues related to resilience
and burnout. She will explore wellbeing at different levels - individual, relational and systems - and
refer to work in the RCPsych on wellbeing. She will briefly cover Joy at Work and its importance for
patient care.
The Wounded Healer
Dr Ahmed Hankir, RCPsych Core Trainee of the Year & Editor of ‘The Registrar’
Dr Ahmed Hankir is Senior Research Fellow of the Centre for Mental Health Research in association
with Cambridge University, Specialty Trainee with Leeds and York Partnership NHS Foundation Trust
and editor of the Royal College of Psychiatrists Psychiatric Trainee Committee Magazine, 'The
Registrar'. Dr Hankir's research interests include global and Muslim mental health and pioneering and
evaluating innovative programmes that challenge mental health related stigma and Islamophobia and
he has published extensively in these areas. Dr Hankir has delivered Keynote Lectures alongside Nobel
Prize Laureates and Ted speakers in international conferences worldwide. Dr Hankir is the recipient of
numerous prestigious awards notably the 2013 Royal College of Psychiatrists Foundation Doctor of the
Year Award, the 2017 RCPsych Morris Markowe Award, the 2018 RCPsych Core Psychiatric Trainee of
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the Year Award and he has twice been shortlisted for the RCPsych Psychiatric Communicator of the
Year Award.
Mental health problems are overrepresented in healthcare professionals and students however despite
the availability of effective treatment many people in these groups continue to suffer in silence. Stigma
and a culture of shame are major barriers to mental healthcare services. Together with colleagues at
Cambridge University, Dr Hankir pioneered the Wounded Healer, an innovative method of teaching that
blends the performing arts with psychiatry. The main aims of the Wounded Healer are to engage,
enthuse, enthral and to educate to debunk myths about mental illness, encourage care seeking and
challenge stigma. The Wounded Healer is delivered by an expert by both personal and professional
experience and is therefore 'service user' and 'service provider' led. The Wounded Healer has been
rolled-out and scaled-up nationally and internationally. This presentation traces the Wounded Healer
journey and showcases the results of the first study of its kind on an anti-stigma programme
comprised of healthcare professionals who themselves recovered from psychological problems.
Closing address: What the College can do for you
Dr Kate Lovett, Dean, RCPsych
Kate is the Dean and is the chief academic officer of the College. She is elected for the period 2016–
2021.
Dr Kate Lovett studied Medicine at the Universities of St. Andrews and Manchester. Having been
awarded a Distinction in Psychiatry at finals, Kate trained as a Psychiatrist in the Northwest obtaining
the MRCPsych in 1995.
She completed an MSc in Clinical Psychiatry in 1997 researching the role of ovarian steroids in
postnatal depression. Kate trained both full time and flexibly completing specialist training in 2001.
She has worked for Devon Partnership Trust as a Consultant Psychiatrist in General Adult Psychiatry
since 2001 as an inpatient and crisis consultant.
She was an Associate Medical Director between 2008 and 2010 and has been in her current role as a
community psychiatrist for the past 5 years.
Kate has a longstanding interest in training and education. She has been undergraduate Psychiatry
lead for Peninsula Medical School and Training Programme Director for Adult Psychiatry.
Kate completed a Postgraduate Certificate of Clinical Education with Distinction in 2008. She served on
the Education, Training and Standards Committee at the Royal College of Psychiatrists between 2010
and 2014 and on the South West Division between 2010 and 2016. Kate was appointed as CASC
(Clinical Assessment of Skills and Competencies) examiner in 2008 and became a lead examiner in
2014.
She was Head of School of Psychiatry for the Peninsula Deanery for four and a half years until 2016
when she gave up this role having been elected Dean of the Royal College of Psychiatrists. In that role
she has lead work on recruitment and retention in the mental health workforce and been a driving
force behind the #ChoosePsychiatry campaign.
Her drive to develop systems that support compassionate care and recovery fuels her educational
leadership and is underpinned by values of equity and fairness.
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Workshop leaders
Everyone seems to be talking about it, but what is mentoring and coaching and how can
either help me?
Dr Vicky Cleak
Dr Vicky Cleak trained as a psychiatrist in Wessex before working as a Consultant in Poole, first in the
community, then setting up the Acute Assessment and Treatment ward there. In 2011 she moved with
her husband to the Isle of Man. Since 2014, Dr Cleak has developed a portfolio career with a private
practice, working as a Medical Member of the First-Tier Tribunal Service, undertaking appraisals for
doctors and, as an ICF accredited coach, coaching doctors and others, both locally and internationally.
She also has an MA in medical education and has recently been appointed mentoring lead for the
RCPsych North West Division.
Life as a specialty registrar and making the most out of special interest sessions – Dr
Luke Baker
Luke is a Royal Navy ST4 Psychiatry Trainee on the Maudsley Training Programme. He is Secretary of
the Royal College of Psychiatrists Psychiatric Trainees’ Committee, Secretary of the NATO Military
Mental Health Panel, sits on the Higher Trainees’ Commitee on the Maudsley Training Programme, is a
firm head and educational supervisor at Kings College London Medical School, helps organise the
Institute of Psychiatry, Psychology and Neuroscience Summer School and teaches at the Institute of
Naval Medicine. In his spare time, he enjoys travelling and most outdoor activities.
Dr Matthew Kelleher
I trained at the University of Manchester graduating in 2010, sponsored by the British Army. I
completed FY1 and FY2 jobs at the Royal Centre for Defence Medicine, Birmingham which was the
main hospital for causalities evacuated from Afghanistan.
After FY2 I spent a further year training at the Royal Military Academy Sandhurst and the defence
medical training group preparing me for a role in the field Army. The courses can be broadly split into
two areas of expertise; Army Officer training and medical training including; pre-hospital emergency
care, battlefield advanced trauma life support (BATLS), occupational medicine and disaster planning. I
served as the Regimental Medical Officer for the 2nd Battalion the Duke of Lancaster’s supporting UK
operations overseas before starting my core training in psychiatry at SLaM. I’ve worked all over the
UK, middle east, central Africa and Washington D.C.
I am currently an ST5 at SLaM, imminently about to embark on a year-long rotation in addictions and
substance misuse psychiatry. My ST6 year will be spent in military psychiatry before taking up a post
as a consultant.
I have special interests in the areas of human endurance, substance misuse, psychosexual disorders
and PTSD.
Supporting international medical graduates
Dr Subodh Dave
Asso. Dean, Trainee Support, Royal College of Psychiatrists
Consultant Psychiatrist and Dy Dir. of UG Medical Education, Derbyshire Healthcare Foundation Trust;
National Adviser, Community Care Pathway, National Collaborating Centre for Mental Health
Hon. Asso. Professor, University of Nottingham;
V/Prof. SRM University, Chennai
Key interests: Quality Improvement, Medical Education, Global Mental Health, Equality and Diversity,
Differential Attainment, Person-centred Care
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Good staff morale and engagement leads to better patient outcomes. As Associate Dean, he has
developed early support and mentoring programmes for International Medical Graduates (IMGs),
addressed the root causes of differential attainment and focused on supporting and valuing trainees.
He is passionate about patients’ involvement in teaching and has been the architect for the award-
winning programme of volunteer-patient teachers in Derby, UK. He has co-authored the
undergraduate textbook “Hundred Cases in Psychiatry” and has written/lectured extensively on the
subject of medical education, global mental health and values/ethics. He has contributed to re-
designing the psychiatric curriculum nationally and internationally (Zambia and India).
As National Adviser, Community Care Pathway, he is involved in developing national guidance on
community care. He is keen on enhancing community assets to enable the delivery of a more person-
centred care.
Twitter: @subodhdave1 | http://www.subodhdave.net/# | https://vimeo.com/user46145723
Dr Shumaila Asmat
Shumaila Asmat is currently a core trainee CT3 working in West London Mental Health NHS Trust. She
is a part of Psychotherapy and Community Mental Health Team as a less than full time trainee. She
was born in Pakistan and completed her MBBS in Karachi Pakistan and moved to the UK to start her
training in Psychiatry. Shumaila finds Psychiatry as a self fulfilling experience by helping people in
distress. She is also a part of training support group at Royal College of Psychiatry which is a great
platform for providing support to trainees while in training. Shumaila loves travelling and exploring
new places and her interests are watching Tennis, Cricket and Football.
How to make working Less Than Full Time work for all
Dr Sara Davies
Sara Davies is a Consultant Psychiatrist working in Yorkshire in Early Intervention Psychosis and
Rehabilitation. She has worked less than full time (LTFT) in both Manchester and Yorkshire, initially as
a Higher Trainee for 3 years and as a Consultant for the last 19 years. She has longstanding interest in
Education and Training, now working as a Training Programme Director for Higher Training in Yorkshire
and Humber; and LTFT Lead for the Yorkshire and Humber School of Psychiatry. She is currently
Special Advisor for Less Than Full Time Training (LTFT), for the Royal College of Psychiatrists, member
of the College Education and Training Committee, and Guardian of Safe Working (GSW) Champion of
Less Than Full Time Training for her own Trust.
Applying for consultant posts and life beyond training
Dr Rory Conn
Rory is a Paediatric Liaison Psychiatrist and Honorary Senior Clinical Lecturer in Exeter (Appointed
following CCT in 2017)
• Trained at Tavistock & Portman
• Higher degrees in Systemic Theory and in Healthcare Leadership
• RCPsych Core Trainee of the Year(2012)
• RCPsych Higher Trainee of the Year(2017)
• Health Service Journal (HSJ) Rising Star Award (Finalist,2015)
• Darzi Fellowship in Healthcare Leadership at GOSH, where I established SchwartzRounds
Rory has >20 peer review publications and book chapters. He contributed significantly to RCPsych’s
#ChoosePsychiatry Campaign and speaks at local PsychSoc events and national conferences.
He sits on the Public Education Committee and is a lead ‘Media Trainer’ at RCPsych. Regular media
work has included interviews on BBC Radio and TV.
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During training Rory established ‘Thinking Together’, an initiative linking Paediatric/CAMHS trainees to
share learning experiences. He delivered the Inaugural RCPsych National QI Conference (2016) and
have mentored >40 QI projects.
Twitter: @roryconn
Psychological Safety
Dr Nadeem Moghal
Dr Nadeem Moghal has held a number of senior medical leadership roles, and atypically for a doctor in
the NHS, in a number of different organisations. He was most recently the Executive Medical Director
at Barking hospitals excepting a period in 2017 when he was being treated for high grade B cell
lymphoma that revealed itself as a testicular mass - initially confused for responsibility matching
hyperplasia. The care was outstanding, the experience appalling - excruciating bone screaming
needles, stomach knotting chemotherapy, life threatening sepsis. The message from the universe - do
things you want to do, not what others want you to do.
Nadeem’s DNA has been re-ordered through challenging leadership roles in a number of NHS
organisations, testing the theoretical learning from the Institute of Healthcare Improvement, The NHS
Leadership Academy, The Kennedy School of Government and many brilliant people. He is focused on
embedding measurable medical professionalism. He works with doctors in difficulty as well as coaches
doctors who wish to become they best they can be using the frame of modern medical professionalism.
Because the world needs another journal, he is establishing the millennial friendly Journal of Medical
Professionalism.
As Clinical Director for Innovative Professional Learning @RCPath, he is testing a model to overcome
resistance to report error and harm - a key source for leaning and improvement.
Follow him on twitter @Nadeem_Moghal
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Poster Abstracts
#1: Breastfeeding Experiences of NHS Doctors on Return to Work From Maternity Leave; The
Results of a Pilot Study
Dr Hollie Hearfield, Dr Jennie Collier Alder Hey Children’s NHS Foundation Trust
Aims
There is anecdotal evidence to suggest that NHS Doctors returning to work from maternity leave have
negative experiences of continuing to breastfeed or express milk.
This is despite World health Organisation and NHS recommendations.
We conducted a pilot study to gather qualitative and quantitative data from UK doctors.
Method
We posted a survey to Physician Mums Group UK Facebook group and their offshoot breast feeding
group.
We asked about members’ experiences of returning to work from maternity leave for each child.
Results
315 women completed the survey. As many women had multiple children we recorded information on
519 cases.
• As a result of their experiences of breastfeeding on return to work after their first child, some
women chose to take longer periods of maternity leave with subsequent children.
• 95% of women were not asked if they intended to express breast milk on their return to work.
• 73% of women were unaware of the trust breast feeding policy.
• In only 6% of cases were all of the NHS recommended facilities offered to women.
• 44% of women reduced or stopped breastfeeding completely due to their experiences.
• A number of women experienced physical complications.
• Women reported expressing milk in toilets and other inappropriate places.
• We obtained qualitative data about women’s experiences.
Conclusion
The evidence that we have obtained was overwhelmingly negative. We have made preliminary
recommendations. This includes Standard questions on return to work about physical and mental
health, breastfeeding and the health of the child. We recommend implementation of Breastfeeding
Champions in all areas to support NHS staff.
Presenting Author Dr Hollie Hearfield
Alder Hey Hospital
#2: “A Change Would Do You Good”: Education and Peer Support Structures at NHS Tayside
Dr Carol Quinn, ST6 Older Adult Psychiatry, NHS Tayside
A revised internal psychiatry teaching programme was introduced in March 2018 at Murray Royal
Hospital, Perth in response to limited educational and peer support structures. A divided culture
between psychiatry trainees and Consultants was evidenced by separate local Consultant teaching and
trainee teaching occurring on different days and locations with poor attendance rates. Valuable
educational and peer support opportunities were being overlooked on a background of psychiatry
trainees feeling isolated, undervalued and unsupported. Limited educational and peer support is
shown to undermine performance, morale and job satisfaction (1-3), which in turn are associated with
poor patient safety outcomes (4).
The revised programme sought to address these issues by introducing a clinical team led approach to
internal psychiatry teaching. The new approach was spread out across NHS Tayside in August 2018
and a recent online survey reports high levels of satisfaction for both educational and peer support. A
weekly two-hour programme is attended by Consultants, Higher specialty trainees, Core trainees,
foundation and GP doctors and medical students. Attendance rates have consistently doubled with a
reasonable spread across all grades. Over 90% or respondents (N=58; response rate 44%) rated the
quality of teaching and peer support as excellent, very good or good. Open comments identified key
themes including enhanced networking opportunities and added value to current practice. Difficulties
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exist however, which is expected in any culture change initiative. Respondents identified workload
pressures and a lack of protected time for education as barriers to engagement. This was a particularly
worrying finding from a trainee perspective, given the Royal College of Psychiatrists recommendation
(5), that all psychiatry trainees should have one hour per week of protected time for educational
opportunities.
This paper describes the revised teaching programme, the survey findings, along with barriers to its
implementation.
Dr Carol Quinn
Kingsway Care Centre, Kingscross Road, Dundee, DD2 4PT, NHS Tayside
#3: Reforming the Leeds and Wakefield Junior Doctors Committee
Dr Thomas Lane CT3 (chair 2018-19), Dr Alexander Collins-Flatt ST4 (chair 2017-18)
Background
Previously the JDC had poor attendance, wasn’t proficient at representing trainees and struggled to
deal with the number of issues being raised. It was also undemocratic, being a group of trainees who
selected themselves for roles. Over the past year we reformed the JDC to improve trainee engagement
and to help them feel more supported and valued.
Action
1. Our first election for committee roles to allow trainees to vote for those representing them
2. Creating a Terms of Reference to clarify responsibilities of the JDC and the role of each rep
3. Steps to improve engagement including changing the day/time of the meeting and securing
lunches
4. Designating a Wakefield rep as trainees there were isolated and poorly represented
5. Increasing the number of local and regional committees that JDC reps attend to advocate for
trainees
Outcomes
1. Increased engagement of junior doctors in the JDC
2. Convincing LYPFT to sign up to the BMA Fatigue and Facilities Charter which has improved
provisions out of hours. We were also featured in ‘Supported and Valued – a trainee led review
into fatigue within psychiatry’
3. Changes to the rota in Leeds to increase exposure to emergency assessments
4. Ensuring the needs of trainees are considered in the design of new computer software
5. Changes to the academic programme
6. Advocating for trainees on a range of other issues
Looking Forward
1. Continue promoting the needs of junior doctors including current projects on handover practices
and psychotherapy competencies
2. Monitor our efficacy with annual surveys
3. Reviewing the Terms of Reference and JDC rep roles to improve representation
Main Author: Dr Thomas Lane; Leeds and York Partnership Trust
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#4: A Qualitative Study Reviewing Rates and Reasons for On-call Anxiety in Core Psychiatry
Trainees
Dr Kathrin Hofert, CT2 Psychiatry
Dr Emily Melling, CT3 Psychiatry
Introduction:
Higher rates of mental health problems are reported amongst psychiatrists compared to other medical
specialties. Informal discussions with colleagues highlighted a common feeling of anxiety associated
with on-call work. As there is limited evidence in the literature about doctors training in Psychiatry, we
designed a qualitative research project to study these issues.
Method:
An 8 item online questionnaire was circulated to all Core Psychiatry trainees in the North Western
deanery. We asked about anxiety surrounding being on-call including specific psychiatric and medical
scenarios; how they managed these; and what they felt would help reduce anxiety. We analyzed the
data using the principle of thematic analysis.
Results:
A striking 70% of participants (n=20) reported anxiety about being on-call. The main reasons trainees
felt anxious whilst on-call were grouped into four main themes: physical health and emergencies; staff
factors; risk assessment and specific psychiatric presentations. Themes identified relating to how
trainees managed their anxiety by discussing with seniors, taking a methodical approach to the
situation, and employing relaxation techniques if the anxiety remained afterwards.
Discussion:
Our results resonate the outcome of the trainee-led review into moral and training in Psychiatry by the
Royal College. We have identified common themes which lead to on-call anxiety. Whilst some are non-
modifiable; we have identified some which we feel can be addressed, and others which call for further
discussion around core psychiatry training.
Main author
Dr Kathrin Hofert
Greater Manchester Mental Health NHS Foundation Trust
#5: Personal Resilience in Psychiatrists: A Systematic Review
Abstract
Aims and Method: Understanding how resilience relates specifically to psychiatrists may lead to the
implementation of more effective and potentially targeted interventions that can positively contribute
to better well-being, recruitment and retention, and the delivery of compassionate patient care. This
systematic review aims to explore factors affecting personal resilience amongst psychiatrists, in
particular those that may impair well-being and those that facilitate resilience practice. A literature
search was performed using databases Ovid®, Embase®, CINAHL, and PsycINFO using keywords that
identified empirical studies that examined resilience, stress and burnout amongst psychiatrists over the
past 15 years.
Results and Clinical Implications: Thirty-three international English language studies were included.
Although a combination of workplace, personal, and non-workplace factors seem to play a role in
influencing the well-being of psychiatrists, factors at the workplace level appear to be the most
commonly reported. Targeting interventions at the workplace level such as encouraging psychiatrists to
engage in more discrete work activities, extending staffing roles and distributing responsibilities may
be of particular benefit. Combining such interventions with personal (i.e. counselling, self-
awareness/reflection, self-care training, skills training) and non-workplace factors (i.e. taking holidays,
partaking in hobbies, receiving support from partner) may form the basis of a thorough resilience
package for organisations to implement. However, this review also highlights the lack of high quality
research within this area, underpinned by an absence of a universal measure of well-being, and this
needs to be addressed in order to better evaluate the efficacy of potential interventions.
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Dr. Ranjita Howard1, Dr. Nicola Baylis2, Dr. Catherine Kirkley3 1Presenting author, Specialist Registrar (CAMHS), Northumbria NHS Foundation Trust, Albion Road
Clinic, North Shields; 2Consultant Psychiatrist (Learning Disabilities), Tees, Esk and Wear Valley NHS
Foundation Trust, Adult Learning Disabilities Service, Hundens Lane, Darlington; 3Consultant
Psychiatrist (Old Age Liaison), Tees, Esk and Wear Valley NHS Foundation Trust, Queen Elizabeth
Hospital, Gateshead
#8: Supported and Valued
Background
As part of the Royal College of Psychiatrists’ Psychiatric Trainee Committee “Supported and Valued?”
project, concerns were raised locally by trainees regarding IT access and the subsequent impact upon
patient care. This is particularly significant as all patient records are electronic and trainees cover large
geographical areas whilst on-call. We sought to explore the extent of this problem by carrying out a
survey of all trainees.
Standards
The RCPsych published “Supported and Valued?” report* includes a desired standard that trainees
have “access to quiet reflective spaces with IT access 24/7”.
Methods
A web-based questionnaire was sent to all trainees working on both first on-call (FOC) and second on-
call (SOC) rotas across the trust. It inquired about IT access in working hours and whilst on call, and
related concerns or implications for patient care.
Results
• 24/26 SOC doctors and 42/83 FOC doctors responded.
• During normal working hours, IT access was a problem for 1 SOC and 5 FOC doctors. It was felt
to impact on patient care by 1 SOC.
• Out of hours, it was a problem for 6 SOC and 8 FOC doctors, of whom 4 SOC and 7 FOC felt it
impacted on patient care.
• Themes of concerns included; wasted clinical time, unnecessary delays, difficulties giving timely
and appropriate advice to others.
Impact
• We presented these results to our local Medical Education department and arrangements are
being made for provision of laptops for SOC doctors. This will allow doctors based across
multiple sites, or offsite, to have 24/7 mobile IT access for contemporaneous documentation
and handover of information. FOC doctors are generally site-based and their IT provision is
being reviewed.
Authors:
Dr Holly Bray, CT3 Trainee, Bamburgh Clinic, St Nicholas Hospital, Newcastle Upon Tyne
Dr Rosalind Oliphant, CAMHS ST4 Trainee, Intensive Community Treatment Service, Morpeth,
Northumberland
Dr Eleanor Romaine, Senior Teaching Fellow, Medical Education, St Nicholas Hospital, Newcastle Upon
Tyne
#9: A Multidisciplinary focused Peer Supervision Group, Dr Haroon Yaqub, Forward Thinking
Birmingham, Birmingham Women’s and Children’s NHS Foundation Trust
I am currently a CT2 working in Child and Adolescent Mental Health Services (CAMHS) in the West
Midlands. In CAMHS as a trainee doctor I often encounter complex, emotionally stimulating cases
which can be burdensome and a management challenge. I see young people who have often had
traumatic experiences in childhood which have led not only to the development of mental health
symptoms but also issues with social and occupational functioning with potential safeguarding
concerns. I found I was often emotionally drained after seeing these cases and had no way of
offloading or sharing my thoughts and feelings.
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Discussion with my consultant and the practice manager led to the introduction of the weekly peer
supervision group. Members of the multidisciplinary team meet weekly for one hour at lunchtime.
Every week a member of the group is nominated to bring a case for discussion which may have
affected them emotionally and psychologically and/or if they require support in management. Members
are encouraged to speak about their feelings and thoughts, then others in the group discuss how the
case made them feel. The benefit of this intervention is we have a full MDT approach and can share our
feelings and gain advice from others which allows us to optimise management plans but also to receive
the emotional support we require.
I am encouraged to speak freely and openly in the group and I feel very well supported with the wealth
of expertise and experience around me. This invaluable intervention prevents me having to deal with
complex, stressful and burdensome situations alone and serves as a support tool for trainees both
mentally and emotionally.
Dr Haroon Yaqub (CT2)
Blakesley Centre (CAMHS), Forward Thinking Birmingham, Birmingham Women’s and Children’s NHS
Foundation Trust
#10: Producing a Guide for Psychiatry Trainees taking Maternity, Adoption or Shared
Parental Leave
By Dr Amy Love and Dr Daniel Andrews
My motivation for completing a Quality Improvement Project on the support available to psychiatry
trainees returning to training after parental leave was inspired by my own experience of being a
‘working parent.’ During my maternity leave the case of Dr Bawa-Garba was prominent in the news,
this generated a lot of anxiety in me and I believe throughout the medical profession. It has since been
acknowledged by the GMC, that the case highlights the importance of supporting doctors when they
return from long periods of leave, such as maternity leave.
During my pregnancy, maternity leave and when I returned to work I found that there was a wealth of
information and support available but it was time consuming and sometimes convoluted to find it. My
hope was to consolidate this information in one place to help psychiatry trainees at West London NHS
Trust who are new parents, or about to become parents, have a positive experience at work.
I produced the guide by collating information from a number of different sources, to include the BMA,
West London NHS Trust guideline’s, HEE’s supported return to training programme and government
websites. The aim of the guide was to help psychiatry trainees at West London NHS feel supported,
and be confident and safe in their clinical practice during their pregnancy, whilst on parental leave and
when they return to training. This guide has been supported by the Director of Medical Education at
West London NHS Trust and will be distributed to all psychiatry trainees taking parental leave, and
their supervisors.
Main presenting author: Dr Amy Love
Work Organisation: West London NHS Trust
#12: Establishing an enhanced junior doctors’ forum in South Yorkshire
Dr Nick Long, Dr Charlotte Blewett, Dr Mike Ludlam (all Higher Trainees, Sheffield Health and Social
Care NHS Foundation Trust)
Introduction
The Royal College of Psychiatrists publication ‘Supported and Valued’ outlined recommendations to
improve training and working conditions for psychiatric trainees, including establishing a junior doctors’
forum with Board level accountability.
In the Yorkshire School of Psychiatry south rotation, such a forum has been established. The vision is
for a trainee-led meeting engaging with senior medical and educational leaders, adopting a solutions-
focused approach.
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Implementation
‘Supported and Valued’ and the vision for the forum were presented to the senior medical and
executive members of the lead employer (Sheffield Health and Social Care NHS Trust), and regional
educational leads. They agreed to support and participate in the forum and that it would be trainee-
led.
Forums were held in December 2017, May 2018 and September 2018 using existing protected training
time to maximise participation. The agenda was set based on trainee feedback and key topics in
‘Supported and Valued’, and funding agreed for food and refreshments.
Evaluation and Achievements
Each forum was attended by 50-52 trainees, the chief executive, medical director, and several medical
education leads.
The forum has developed according to feedback, particularly changing from an open-floor discussion to
small groups rotating through different discussion topics.
Key feedback themes include:
• Good attendance
• Valued senior management attendance
• Solution-focus welcomed
• Preference for small groups
• Appreciated feedback on outcomes and actions
• Too focused on Sheffield issues
Specific outcomes include:
• Mobile-working equipment
• On-call room for resident on-call shifts
• General Adult careers day
• Foundation Trainee feedback session
• Improved access to parking
Meeting outcomes have been communicated via a “You Said, We Did” document, rather than
traditional minutes, and these are presented at the beginning of each forum with updates on actions.
Conclusions
A successful forum has been developed and demonstrates a model that might be replicated elsewhere.
Lead Author: Dr Nick Long, Sheffield Health and Social Care NHS Foundation Trust
#13: Introducing “praxis”: the new trainees’ section of the BJPsych Bulletin
Dr Cate Bailey, Editor of the BJPsych Bulletin Trainees’ Section, East London NHS Foundation Trust
The BJPsych Bulletin’s focus on education and training are perhaps the reason it is already one of the
most frequently read journals amongst trainee psychiatrists. However, the Bulletin has recently taken
further steps to engage its trainee audience through the development of an entirely new Trainees’
section. “Praxis” will involve two components and will formally launch in April 2019. The first type of
article will be clinically inspired and problem based and aims to capture the fertile discussion of local
case presentations with comprehensive analysis from multiple perspectives. This should include
multidisciplinary and service user involvement. Trainees, as the lead authors will collaborate with
experts from different specialties to examine how existing literature and knowledge can be applied to
complex but frequently encountered situations.
The second component will be made up of editorial type articles on subjects falling broadly under the
heading of personal and professional development. This will offer a space for reflection on relevant
contemporary topics. Potential avenues to explore include psychodynamic and systemic approaches to
resilience and burnout, consideration of what supervision should entail, trainee experiences of their
own personal therapy, discrimination in psychiatric training, and what meaningful service user
involvement and co-production looks like in practice and in education. Both article types will be
referenced with a Pubmed ID.
25
Praxis is all about dialogue; between trainees and experts (whether by training or personal experience,
or both) and will be a forum for rich and multifaceted discussions. All ideas and suggestions are
welcome. As the recently appointed Trainees’ section editor, I will also be available by the poster to
discuss pitches with prospective contributors and distribute article templates and contact details.
Dr Cate Bailey
Editor of Trainees’ Section BJPsych Bulletin
East London NHS Foundation Trust
#15: “I no longer dread on calls” A trainee led change to the out of hours system in Exeter:
how are things two years on?
Dr Rachel Tiley (CT3 Devon Partnership Trust), Dr James Barclay (CT3 Devon Partnership Trust)
Prior to February 2016 psychiatry trainees in Exeter were working a non-residential on call rota out of
hours. Feedback raised several issues with this way of working and there was a growing sense of
dissatisfaction amongst junior doctors due to an increased workload at night, difficulties carrying out
usual duties in the day following an on call period, and feeling fatigued. Trainees who quit the trust
cited the on call system as one of the top reasons for leaving.
To attempt to address these issues, psychiatry trainees completed a piece of work to evaluate the
problems and come up with possible solutions. This resulted in the trial and subsequent adoption of a
residential shift system designed by Dr Alex Hartley, who was a core psychiatry trainee at the time.
The new rota system commenced in February 2016 and has generally been accepted by trainees as an
improvement across domains such as fatigue and wellbeing, handovers, and continuity of care out of
hours.
This poster will briefly summarise the process that trainees undertook to ensure positive changes were
made to the rota and will include an update on how things have been in the two years since the
transition. We will present qualitative feedback from trainee focus groups on their experiences of the
shift system, including from those who have worked on both rota designs. The poster will highlight the
way that trainees can lead on change in their organisations to improve the experience of junior
doctors, other members of the MDT and patients.
Main presenting author: Dr Rachel Tiley
Work organisation: Devon Partnership Trust
#17: Feeling “Stuck”: a qualitative study of psychiatric non-consultant hospital doctors’
experiences
Dr Eimear Counihan, Health Service Executive, Ireland
Dr Lauren Alexander, St Vincent’s Hospital, Fairview, Ireland
Dr Deirdre McNally, St Vincent’s University Hospital, Elm Park, Ireland
Dr Leonard Douglas, St Vincent’s University Hospital, Elm Park Ireland
Background
Mental health services provide care for individuals with various difficulties. Many patients have complex
needs and can be challenging to manage, which can cause clinicians to feel “stuck”. Psychiatric non-
consultant hospital doctors (NCHDs) are frontline staff, who see a lot of patients, and can be
vulnerable to experiencing situations where they feel “stuck”. Previous research on challenging patient
interactions has mostly been relation to general practice, where patients are seen over many years.
This study aims to explore the experiences of psychiatric NCHDs, who see patients over shorter periods
of time.
Methods
Psychiatric NCHDs were recruited from five psychiatric hospitals to complete a 15-item questionnaire,
designed to elicit NCHD experiences and views of doctor-patient interactions in which they felt "stuck".
Basic demographics were also collected. Thematic analysis was carried out through inductive reasoning
using qualitative analysis software.
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Results
30 NCHDs completed the survey (16 male). Mean duration of medical practice was 5.65 years. 26 were
on training schemes. All participants reported experiencing the feeling of being "stuck". Most
participants described the stuck scenario as one in which the patient is not improving as a result of the
patient’s own behaviour, attitudes or unrealistic expectations. Personality disorders were the most
commonly cited diagnoses in stuck situations (89%). Addiction, chronic dysthymia and medication-
resistant psychosis were also reported. Qualitative analysis identified three central themes (9
subthemes): causes of stuckness; experience of stuckness; coping with stuckness.
Conclusions
It is clear that the majority of stuckness derives from the feelings of the NCHD towards the patient
(counter-transference), and the doctor's belief that the patient has unreasonable expectations of the
interaction. In order to combat stuckness, it is important to address these areas of training need.
Useful interventions may include training in psychotherapy, alongside balint participation, which could
encourage self-reflection and compassionate self-criticism in NCHDs.
Presenting author: Dr Eimear Counihan
Work organisation: National Forensic Mental Health Services, Ireland (HSE)
#18: RCPsych in Scotland CT1 welcome event evaluation. Dr Andrew C Bailey, NHS
Grampian & Dr David Walsh, NHS Tayside.
Background
This CT1 welcome event was arranged and funded by the RCPsychiS and was promoted as a college
induction in addition to the corporate, local and departmental inductions trainees receive. It was held
in August 2018 and was attended by 25 CT1s along with a number of core TPDs, the Chair of the
RCPsychiS and THE Dean of the RCPsych. There were four ST presentations and the event was hosted
by two Scotland PTC reps.
Attendees completed a survey in advance of the event and feedback form afterwards. 14 people
completed the pre-event survey and 22 completed the post-event feedback.
Results
The attendance rate was excellent and the structure of the event and programme well received.
There was an increase in scores given across all domains between before and after the event
suggesting it was useful in terms of knowledge of the RCPsych/RCPsychiS, assessment and
opportunities in core training, the PTC and trainee representatives, knowledge [and connection with]
other CT1s and connection with the RCPsych/RCPsychiS.
New trainees already felt supported and valued even though the event didn’t increase scores in this
domain significantly.
Perceptions of the RCPsych/RPsychiS changed from ‘authoritative and part of my job with a focus on
college exams and [e]portfolio’ to being ‘friendly, approachable, informative and welcoming’.
All of the sessions were very well-received and the day received a mean score of 8.5/10.
This was a successful event and was worthwhile in terms of the cost and effort involved. Future events
are likely to be equally well-received. Scotland has an advantage as the RCPsychiS maps
geographically onto the Scottish CT programmes; there would be additional challenges in other parts of
the UK where this isn’t the case.
Dr Andrew C Bailey
NHS Grampian
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#19: Supported and Valued: Medical Training Initiative (MTI) Psychiatry Scheme
Dr Yugesh Rai, Medical Training Initiative (MTI) Trainee, Essex Partnership University NHS Trust
Prof Mohammed Al-Uzri, Consultant Psychiatrist & Associate Medical Director, Leicestershire
Partnership NHS Trust
Abstract
Introduction: Medical Training Initiative (MTI) Psychiatry Scheme enables qualified overseas
psychiatrists to undertake training post in the NHS for a maximum of two years. The scheme is in sixth
year and there is a need to ensure that it provides good training experience.
Aim: To evaluate the trainees’ experience of the scheme and explore difficulties during the training
and see what can be done to help.
Method: A questionnaire consisting of 24 questions were sent to MTI trainees enrolled in 2016-2018
Scheme using SurveyMonkey.
Results: 14 out of 20 trainees responded. The median age of trainees was 33 years. Only three
(21.43%) trainees did not have an initial induction at workplace. Eleven (78.57%) trainees had a
designated educational supervisor and 71.43% were undertaking workplace-based assessments. 64%
of trainees were confident that MTI Psychiatry Scheme will help to acquire competencies and
experience as expected. Quality of clinical supervision was rated as good by six (42.86%) trainees
while only two (14.29%) trainees rated as poor. Overall 50% of trainees rated the quality of
experience in this post as good whilst 21.43% rated as excellent. Induction about training and working
in the UK, extra support from the College and mentoring were feedback from the trainees to improve
the training scheme. Annual MTI Induction Program, MTI Mentoring Scheme, Annual MTI Survey and
Sharing of experiences and good practices between the trusts were initiated by the College to support
MTI trainees.
Conclusion: RCPsych MTI Scheme is an evolving program and the College is keen to focus on any
areas that trainees have encountered difficulties in. Measures were put in place to address the
needs/concerns emerged from the survey to enhance the training experience of the MTI doctors.
Name of main presenting author: Yugesh Rai
Name of author’s work organisation: Essex Partnership University NHS Trust
#20: The Association of University Teachers in Psychiatry (AUTP) Trainees Committee:
Supporting Trainees through Medical Education in Psychiatry
Dr Natasha Rishi (South London and Maudsley NHS Foundation Trust), Dr Sophie Butler (South London
and Maudsley NHS Foundation Trust), Dr Luke Baker (South London and Maudsley NHS Foundation
Trust), Dr Frankie Anderson (South London and Maudsley NHS Foundation Trust), Dr Jigna Patel
(South West Yorkshire Partnership Trust), Mr Mao Lim (Kings College London)
The Association of University Teachers in Psychiatry (AUTP) is a national independent charity formed of
doctors, allied health professionals and medical students, with an interest in promoting excellence in
psychiatric education.
In August 2018, we formed an AUTP trainees committee to support and inspire trainees with an
interest in education. The committee recognises the expectation on trainees to balance various roles
e.g. service provision, sitting exams, developing special interests and succeeding in personal
aspirations. Through networking on social media, regular conferences and a scholarship programme,
we are dedicated to supporting more trainees to carry out the valuable work they do in psychiatry
education.
In September 2018, we ran the first, in a series of four one-day conferences. This was a free event and
through a range of pedagogy methods, trainees from across the country were able share their
experiences in a supportive learning environment. Feedback from attendees stated that they: enjoyed
the opportunity to meet others who were passionate about teaching; felt inspired and had increased
confidence going forwards.
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The conference was also a launch event for our AUTP scholarship programme to support trainees with
educational projects in psychiatry. Ten shortlisted applicants were chosen to present their proposals.
Five core psychiatry trainees were then awarded the scholarship which includes a grant of £400 and
designated mentoring support from the committee and external medical educators, to assist them in
their journeys.
The educational projects vary from standardising curriculums for local trust inductions, to running
simulation training for psychiatric emergencies, to a video teaching series on YouTube! By creating
local ‘champions’ who are valued with a scholarship, we hope that we can foster a community and
have a positive impact on training and morale. Through the cascade effect of education, the projects
will also inevitably benefit other junior doctors in their training.
Name of main presenting author: Dr Natasha Rishi
Name of author’s work organisation: South London and Maudsley NHS Foundation Trust
#21: Trainee Fatigue Audit – Are we doing enough?
Dr Peter Indoe
MBChB MRCPsych
Oxford University Hospitals NHS Foundation Trust
Abstract
Fatigue has been associated with a number of deaths and a negative impact upon the mental health of
trainees across specialities. The royal college of psychiatrists and the royal college of anaesthetists
have recently conducted surveys examining the impact of fatigue upon its trainees and the potential
consequences for trainees including a negative impact upon mental health and the increase risk of
mortality and morbidity associated with fatigue, this finding is likely to be a feature, which is found
across specialities within medicine.
Fatigue assessment and fatigue risk management are not routinely assessed. Standards have been
defined for rest facilities and rest culture at work and individual responsibilities both within and outside
of the workplace. We recently conducted an audit examining the adequacy of rest facilities and rest
culture at Oxford university hospital trusts initially conducted in the anaesthetic and intensive care
departments, but more recently have now taken this across specialities including psychiatry trainees to
exam the compliance of specialities for rest facilities and how they conduct fatigue assessment and
fatigue risk management.
The results established that there was a wide variation between specialities about how fatigue was
assessed and the adequacy of rest facilities.
Following the audit, we are introducing a number of educational resources across specialities including
psychiatry, which include useful tips to aid sleep, working well at night together with the introduction
of the ‘I’M SAFE’ checklist and SLEPT-NOD assessment tool to be used at handovers. The ‘I’M SAFE’
checklist has been adapted from aviation and is intended to promote awareness of factors that
contribute to wellbeing. When individuals are severely sleep deprived, it can be extremely difficult to
make logical decisions. The SLEPT questions provide prompts to help identify individuals that may be
dangerously fatigued and NOD is an appropriate prompt to take action.
Name of main presenting author: Dr Peter Indoe
Name of author’s work organisation: Oxford University Hospitals NHS Foundation Trust
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#23: Supported and Valued in Wessex
Dr Emma Brandish- ST6 in General Adult Psychiatry, Wessex Deanery
Background and method:
Following the publication of Supported and Valued: A Trainee led review into morale and training by
the Psychiatric Trainees’ Committee, a review was conducted in Wessex deanery. This consisted of a
facilitated discussion at a local trainee conference and paper questionnaires completed by trainees. The
National Supported and Valued project did not include a focus group in our deanery. Therefore it was
considered to be important to examine whether local trainee experience was similar or different to the
national experience.
Results:
54 trainees completed the questionnaires. In line with national review, Wessex trainees valued their
clinical experience with patients, having supportive teams (especially senior colleagues) and having
autonomy and flexibility. There were some delays in receiving on call rotas, difficulties communicating
with some HR departments and specific issues relating to less than full time training.
Conclusion:
Trainees in Wessex cited similar difficulties to trainees in the national report. They also highlighted
similar positive aspects of their training.
Further work:
The local School of Psychiatry is now working with trainees and local trusts to improve identified areas
of difficulty and to enhance training experience.
#25: Junior Doctor Satisfaction in a Mental Health Trust
Dr Michael Ludlam, Sheffield Health and Social Care, Dr Daisy Yates, Derbyshire Healthcare, Dr
Mehwesh Abbas, Southern Healthcare, Dr Vishnu Gopal, Derbyshire Healthcare.
There is currently an under fill of training grade doctor posts nationally, particularly in psychiatric
specialties, leading to an increased importance of recruitment and retention of trainees. The
satisfaction of trainees on placement is important to encourage foundation trainees to consider a
career in psychiatry both nationally and locally, while it is also important with current trainees due to
lower filled posts meaning individual trainees have greater choice of potential placements. Derbyshire
Healthcare Medical Education department noted several recurring complaints and issues with junior
doctors’ satisfaction, and significant differences in feedback between the two main trust locations.
A review was devised to examine the current issues affecting junior doctors in both feeling supported,
valued, and satisfied with their psychiatry placement, while generating suggestions for actions which
the trust could take to improve this. The project included a review of published literature on the
satisfaction of psychiatrists (both the RCPsych Supported and Valued document and a literature search
over the last 20 years), a review of previously collected feedback from trainees within the trust, focus
groups of the current trainees, and a table top exercise during a local conference for senior medics
within the trust. The information generated was then analysed for themes split into People, Processes
and Role (adapted from Six Sigma methodology). It was noted that in general the issues identified by
local trainees were similar to those identified in the literature which gave legitimacy to the items
identified. From the issues and themes identified an action planning matrix of projects was created to
focus on these areas. Some of the projects are currently underway and others that are available for
trainees to choose as quality improvement projects of their own.
Dr Michael Ludlam, Sheffield Health and Social Care NHS Foundation Trust
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#27: Insights on an Odyssey - Developing a mentoring scheme for International Medical
Graduates working in Psychiatry
Dr J Rankin CT3, Dr R A Ahmed Consultant Psychiatrist, Dr R Rao Consultant Psychiatrist, Dr J Foster
CT3, Aneurin Bevan University Health Board
Is a mentoring scheme what we need?
We identified a need to improve the experience of International Medical Graduates (IMG’s) working in
psychiatry within Aneurin Bevan University Health Board (ABUHB). IMG’s account for around ¼ of all
doctors registered with the GMC. IMG’s are often relied upon for service provision. They can face
struggles such as language barriers, cultural assimilation, and career progression. By definition a
mentor is someone who helps another person through an important transition. For example, a new job,
a major change in personal circumstances, career development or personal growth.
Our working hypothesis is that IMG’s are in need of additional guidance and support to manage their
transitional period to the UK to help improve their competence and confidence.
Method
We sent an online questionnaire to all International Medical Graduates employed to ABUHB in 2017 to
identify difficulties they faced when starting work in UK. We identified consultants interested in
mentorship and arranged for them to undergo training in this.
Results
The response rate to our questionnaire was 100%. We identified difficulties with training, knowledge,
language barriers, communication skills, social isolation and cultural assimilation. Strengths within
ABUHB included good peer support and supportive consultants.
Conclusion
We identified that IMG’s working with ABUHB faced considerable difficulties. We have now begun
creating a mentorship scheme to provide further support for them. This needs to be embedded and
further evaluated.
#28: Psychiatry trainees’ experiences with serious incidents: a qualitative study
Introduction:
Enormous pressures on NHS healthcare for the past decade left healthcare professionals in the
frontline feeling overwhelmed. This maybe an occupational hazard, as research displayed prevalence of
mental health problems is higher than the general population.
Study Aims:
We evaluated support psychiatry trainees received in response to ‘serious incidents’ and collected their
personal views. Previous studies looked at impact of patient suicide among American and British
psychiatrists, but these only focused on patient suicide and on psychiatrists. In serious incidents we
included patient suicide, Coroner’s court, observing patients’ self-harming or witnessing violence and
aggression.
Methods:
We developed a questionnaire examining trainee support, access to mentors and experiences involving
serious incidents. Open text comments reflected quality of support they received. It was sent to
psychiatry trainees across the region, including GP and foundation trainees.
Results:
We received 164 responses from trainees (FY1 to ST6). This is reflective of trainee doctors in
psychiatry. Responses were analysed and common themes.
151 trainees knew who to contact for support, but 6 did not which is an area of concern. Majority had
no access to mentoring. 11 did not have regular access to clinical supervision and 10 felt unable to
discuss incidents with their supervisor.
31
Around half were involved in a serious incident, commonest was witnessing self-harm. About 60% felt
an effect on clinical practice, whether in documentation, risk assessments or management. 55%
received departmental support with many receiving support from friends, family and colleagues. 25
trainees felt support was inadequate, whilst 15 did not receive any support.
Discussion:
It has been helpful to get insight on trainees’ experiences with serious incidents. Encouragingly, there
are supportive trainers nevertheless there is room for improving how we approach serious incidents.
Possibly something to consider is quality of clinical supervision and support given to trainees in
difficulty. More training may help in better recognition on how serious incidents may impact our
trainees.
Mawada Adam, ST6 Psychiatry Trainee, Health Education North West
Manjunath Ramakrishna, Consultant Psychiatrist, Early Intervention Service, Leeds
Adeola Akinola, Consultant Psychiatrist, Postgraduate and Undergraduate Tutor (Pennine Care) and
Clinical Lecturer in Ethics and Law, University of Manchester
Main Author: Dr Mawada Adam Royal Oldham Hospital, Pennine Care NHS Foundation Trust (Health
Education North West)
#31: Let's start from the very beginning – a QI project on the induction process for new
trainees
Dr Henna Qureshi, The Tavistock and Portman NHS Foundation Trust
Doctors work across multiple trusts during their training. The induction process is often their first
contact with their new workplace, yet the process is often disorganised and frustrating, setting the
tone for trainees overall experience. This occurs at a time where they are already likely to be anxious
about transitioning to a new job.
Aim: To investigate the current processes involved in induction of CAMHS trainees to the Tavistock,
survey existing trainees experiences and implement improvements to the induction process.
Method: Processes were explored through meetings with a representative from HR. Existing trainees
were sent a survey on their induction experience, which included space for additional comments.
Results: There were areas of ambiguity in the induction process between HR and the postgraduate
department, where some tasks were being duplicated and some were not happening at all. Roles and
tasks were clarified and a formalised induction procedure was implemented. 7 existing trainees were
surveyed. They felt the process was disorganised, confusing and chaotic. They rated their overall
induction experience as 5/10. Trainees identified that they wanted more information and guidance
during the induction process, and a more formal process. A majority (4/7) never received their
contracts. 3/7 did not receive IT log in details promptly. One trainee commented that the process
‘didn't give me the best impression that I was being held in mind.’ The new induction process involved
a joint up approach between HR, the postgraduate department and a trainee rep. New trainees rated
the induction process highly (9/10) and appreciated having a detailed induction schedule and
mandatory training pre-booked for them. They were left with a positive impression of the trust as
thoughtful and organised.
Conclusion: Efforts to improve the induction process help trainees to settle into their new jobs and
form a positive impression of their new trust. Therefore, the opportunity to support trainees starts
before they even arrive.
Presenting author: Dr Henna Qureshi, The Tavistock and Portman NHS Foundation Trust
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#32: A Trust Wide Leadership and Management Initiative for Core Trainees
Dr Elizabeth Tyrrell Bunge (presenting author), CT3 at South London and Maudsley NHS Trust, Dr
Amabel Dessain, CT3 at South London and Maudsley NHS Trust
As core trainees (CTs) we heard anecdotal evidence from discussions with our fellow trainees that
there was a perceived shortage of well-structured and supported opportunities to develop leadership
and management skills within our training programme. Yet, as a trainee group, we were aware of the
expectation and vital importance of having solid leadership and management skills as a consultant
psychiatrist. Based on this we sent out an electronic survey to all South London and Maudsley (SLaM)
and Oxleas CTS to assess how important they felt it was to develop management skills and gather
their ideas as how to improve them.
Results showed that 73.3% of the 15 CTs who completed our survey felt not so confident in leadership
and management skills yet 100% felt that these skills were relevant or very relevant to their training.
20% felt that they had not been engaged in any form of management experience so far in their
training and 87% felt there was a need for more opportunities to develop as leaders and managers.
Using evidence from this survey we worked with various members of the trust including our director of
medical education, the deputy medical director, our current BMA council president, and a consultant
with SLaM partners to address this. We designed an initiative for CTs in their third year who had
finished their membership exams to build up confidence and skills in leadership and management. A
list of Quality Improvement (QI) projects from both trusts were sought from non-clinical and clinical
managers and collated. Following this we organised an evening event where trainees met with these
managers to discuss the identified possible projects. Trainees then attended a half day workshop on QI
methodology delivered by SLaM’s QI team and were supported to further develop their projects. These
QI projects are still on going and we plan to present them at an event in January 2019 and to gather
feedback from trainees at this point.
#33: 'PsychEdUp; when less is not more'
Dr Sophie Butler – Specialist Trainee at South London and Maudsley NHS Foundation Trust
Dr Roxanne Keynejad – Kings College London
Trainees have many competing priorities for their time and much is made of how to value trainees by
encouraging better work-life balance. In support of this there have been efforts to appropriately
reduce working hours. Yet we’re not sure what difference this makes to trainees.
For our project PsychEdUp we asked trainees to do more work for free and have been met with
enthusiastic responses. What would inspire a group of twenty trainees to give up over forty hours each
of their time after work?
PsychEdUp is an innovative teaching course for medical students focusing on holistic care at the mind-
body interface and communication skills. This is being developed in co-production with service users,
medical students, doctors and actors and builds upon the legacy of ‘Extreme Psychiatry’.
It requires not just the trainees’ time but their passion and enthusiasm. It is creative and gives them
the opportunity to work with colleagues, medical students and service-users in ways not possible
within a clinical service. It needs trainees to take ownership and trusts that they can and will do this.
PsychEdUp has managed to capture a wealth of energy by using volunteerism after-hours because
although well managed service provision does add to a trainees sense of value it is not the only way to
foster a sense of value. There is value in supporting activities that are not part of a ‘job-description’.
Perhaps the focus should not be on how much trainees work but what type of work they are doing. If
the type of work is right then trainees may gain from doing more, not less.
Dr Sophie Butler
South London and Maudsley NHS Foundation Trust
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NOTES
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