Specialist registrars’ views on their teaching role
Taruna Bindal 1*, David Wall 2 and Helen Goodyear 2
1 Russells Hall Hospital, United Kingdom
2 West Midlands Deanery, United Kingdom
* To whom correspondence should be addressed. E-mail: rano_bindal{at}yahoo.co.uk.
Accepted 15 September 2008
 | Abstract |
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This study looks at whether UK specialist registrars (SpRs) are involved in teaching and meeting their educational obligations. A questionnaire was distributed to all 133 Paediatric SpRs in the region. 92% responded (122/133). All SpRs reported doing some teaching with nearly all teaching junior trainees and students. During daytime hours, 41% trainees taught for 1 hour per week but half this time at night with 21% reporting doing no teaching out of hours. 55% had formal educational training most commonly a ‘Teach the Teacher’ course. Developing SpRs as educators was felt to be best achieved through mandatory training (61%, 74) and themed regional SpR training days (61%, 74). SpRs are making an important contribution to education. Teaching competences should be included in the personal development plan of all trainees and rostered time allocated to SpRs specifically to teach.
