Abstract
The formal project has been a requirement for the F.A.N.Z.C.A. diploma for the past few years. A questionnaire was sent to all registrars on a formal program asking questions relating to the formal project, perceived advantages, disadvantages, value of formal research teaching methodology and future career intentions. All years of training were represented.
Forty-nine of the fifty-six (86%) respondents replied to the survey. Of these 15% felt the formal project had no value, 54% found it possibly useful whilst 31% perceived is as very useful. Advantages of the formal project included appreciation of research skills and the ability to critically appraise research. Disadvantages included lack of dedicated time, space and funding and production of poor quality research. A majority (63%) favoured formal teaching of research methods for the F.A.N.Z.C.A. diploma, which ideally should be taught before the Primary (30%) or in the Provisional Fellowship year (36%). Few respondents indicated a willingness to undertake a major commitment to research in the future (4%) but 46% wanted some contact with research and teaching as part of their normal work practice.
A more structured teaching in research methodology, assessment of published work and presentation skills may be more suited to the longterm goals of the majority of clinical anaesthetists.