Role of clinical attachments in psychiatry for international medical graduates to enhance recruitment and retention in the NHS

Aims and method There are numerous challenges in the recruitment and retention of the medical workforce in psychiatry. This mixed-methods study examined the role of psychiatry clinical attachments for international medical graduates (IMGs) to enhance recruitment and retention. An online survey was launched to capture views and perceptions of IMGs about clinical attachments. The quantitative and qualitative responses were analysed to elicit findings. Results In total, 92 responses were received, with respondents commonly from India, Pakistan and Egypt. Respondents were mostly aged 25–34, with ≥3 years of psychiatry experience. Over 80% expressed strong interest in completing a psychiatry clinical attachment and believed it would support career progression. Qualitative data indicated that IMGs hoped to gain clinical experience and understanding of the National Health Service (NHS). They wished for a clearer, simpler process for clinical attachments. Clinical implications Clinical attachment can be mutually beneficial, providing IMGs with opportunity to confidently start their psychiatry career in the UK and enhance medical recruitment in mental health services across the NHS

Mental health among elite sportspeople: Lessons for medical education

Leading sportspeople across 2021, such as Simone Biles (US gymnast), Naomi Osaka (Japanese tennis player) and Ben Stokes (English cricketer), have talked openly about the pressure of performing on the highest stage, including the challenge of managing mental health when engaged in elite competition. The withdrawal of Simone Biles midway through the women’s team competition at the Tokyo 2020 Olympic Games propelled what was seemingly a debate within sport, into what is increasing becomingly wider societal conversation around mental health. The stories of sportspeople struggling to perform at the highest level with mental health contributing to their difficulties, has inevitably prompted much reflection within medical education among teachers and students alike, about parallels in our domain around assessment, feedback and support. The stories demonstrate that mental health problems affect everyone, including those who are at their peak physically, and those who are among the finest on the planet in terms of physical and sporting ability. The same is true within medical education of our students, who are also our future doctors. However, curriculum conversations about assessment, feedback and student support may not be as student-centred as they could be, or perhaps as they should be, with mental health possibly still being a taboo-subject or something associated with stigma within medical education. Here is another opportunity for medical education to learn from other disciplines, such as sports psychology, and now is the time for taking and applying those lessons: not just those around improving technical performance, but those around properly caring, being compassionate, and looking after our future Olympian equivalents