Skip Navigation

This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in ISI Web of Science
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrow Search for citing articles in:
ISI Web of Science (1)
Right arrowRequest Permissions
Right arrow Disclaimer
Google Scholar
Right arrow Articles by Paice, E.
Right arrow Articles by Dacre, J.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Paice, E.
Right arrow Articles by Dacre, J.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

Rheumatology 2002; 41: 1424-1427
© 2002 British Society for Rheumatology

Specialist Education in Rheumatology

Higher specialist training in rheumatology

E. Paice and J. Dacre

The first 150 words of the full text of this article appear below.

Higher specialist training in rheumatology, as in other specialties, has recently been subjected to major reforms. In the mid 1990s, Sir Kenneth Calman, then Chief Medical Officer, set out to bring the British system of specialist training into line with the requirements of the European Medical Directives. He chaired a working party that recommended combining the registrar and senior registrar grades into a unified specialist registrar (SpR) grade and defining the entry criteria, curriculum and minimum training period for each specialty. Successful completion would lead to a certificate and admission to the specialist register [1]. Features of the new system were set out in A guide to specialist registrar training [2] and included educational objective-setting, training agreements and induction at the start of each placement, rotational placements designed to offer specified experience, regular feedback and annual assessments. Transition to the new system for the medical specialties . . . [Full Text of this Article]

Entering specialist training

The curriculum

The educational framework

Induction
Setting educational objectives
Training record
Supervised experience
Formal education
Study leave
Appraisal
Assessment

The setting for training

Research and higher degrees

General medical duties

What makes a good job?

Innovations in training


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?


This article has been cited by other articles:


Home page
 Rheumatology (Oxford)Home page
S. G. Dubey, C. Roberts, A. O. Adebajo, and M. L. Snaith
Rheumatology training in the United Kingdom: the trainees' perspective
Rheumatology, July 1, 2004; 43(7): 896 - 900.
[Abstract] [Full Text] [PDF]