Encouraging recruitment into psychiatry: practical initiatives.

This article highlights key findings from a recent Royal College of Psychiatrists project showing that many UK medical schools are embracing the dual challenge of raising students' interest in psychiatry and ensuring that all doctors can support patients with mental illness. It focuses on two novel approaches to boosting recruitment into psychiatry: I'm a Medic Get Me Out of Here, an online outreach activity enabling schoolchildren to ask questions of health professionals in real time; and a living library, which creates a safe space for dialogue where topics are discussed openly between human books (professionals) and readers (undergraduate students) to challenge stereotypes. It is recommended that sharing these and other examples of good practice will help all medical schools encourage recruitment in psychiatry more widely.

Investing in human capital: exploring causes, consequences and solutions to nurses' dissatisfaction.

Background: Human capital (employees) is the most important asset for healthcare. However, nurses experience some of the highest rates of burnout and dissatisfaction. In 2017, the Nursing and Midwifery Council reported that, for the first time since 2008, more nurses and midwives are leaving the profession in the UK than joining it.

Student career choice in psychiatry: findings from 18 UK medical schools.

Psychiatry recruitment continues to be a problem in the UK and large-scale studies are required to understand the factors surrounding this. A quantitative, cross-sectional online survey, incorporating demographics, career choices, teaching exposure, attitudes to psychiatry and personality factors, was administered to final-year UK medical students. A total of 484 students from 18 medical schools responded (66% women).

Twelve tips for junior doctors interested in a career in medical education.

Background: As with the many specialities within medicine, the expanding field of medical education is becoming a more formal and professionalised arena.

Aim: This article aims to assist junior doctors wishing to pursue formal educational roles in their future careers.

Methods: We offer twelve tips for junior doctors with these aspirations in mind, exploring a range of potential roles, resources and opportunities available.

Difficult decisions: are intellectually disabled patients given enough information to consent to medical treatment?

Patients with learning disabilities are not always involved in decision-making about their medications. This may mean that some patients are unfairly denied of their autonomy. We carried out an audit of current practice concerning consent to treatment in patients with learning disabilities against best practice guidelines.

Encouraging teaching and presentation skills.

Background: After qualifying from medical school, doctors are expected to present on a regular basis in formal settings. It is important to acquire presenting skills early, so that students can practise and improve this skill prior to graduating.

Context: Many medical students at Manchester University wanted more emphasis on presenting formally to give them experience prior to qualifying.