Doctors in higher specialist training are expected to have knowledge of research methodology and are encouraged to undertake research as part of their training. However, recent surveys have identified that trainees in psychiatry find that the time allocated for research is being used less effectively than expected (Reference Petrie, Anderson and HarePetrie et al, 2004). Many of my colleagues who are pursuing their higher specialist training are of the opinion that undertaking research is an onerous task, with little guidance available. Research Methods in Psychiatry is set out as a comprehensive guide to psychiatric research methods and will be of much help to trainees as it demystifies the process of research.

The book is divided into four parts, with the first part dedicated to general guidelines on getting started in research and a chapter on writing up research for publication. The second part focuses on different types of research design including systematic review and meta-analysis, epidemiology, qualitative research and research with single or few patients. The third part of the book explains the tools required for psychiatric research including rating scales, statistics, use of computers and principles of psychological assessment. The final part covers research in special groups, including children and adolescents, learning disability, psychotherapy and historical research.

The chapter on ‘Getting started in research’, written by the editors themselves, is very motivating and will encourage trainees at any stage to consider taking up research. The essential information on the practicalities of conducting research, such as organising supervision, maintaining a research diary and applying for a research ethics committee approval, is provided in a concise manner. The fact that one of the editors of the book is also the current editor of the British Journal of Psychiatry makes ‘Writing up research’ all the more valid and interesting. ‘Psychiatric research from the trainee's perspective’ details the problems faced by trainees and provides solutions to most of them.

The information on different research designs is clear and succinct. Research methodology in the sub-specialties is covered in adequate detail and I found the chapter on research in psychotherapy to be particularly impressive. Although mentioned in the preface, a chapter on research in old age psychiatry is not included but would have made this section complete.

The chapters on ‘Using computers in research’ and ‘Statistical aspects of clinical trials in psychiatry’ are the only disappointments in this book for me. The former is too brief to make the point clearly, and the latter is too broad and lacking in focus. Some parts of the statistics chapter are a repetition of what is already covered. The chapter on rating scales is a compilation of the most relevant rating scales used in psychiatry, which will be of great value to any researcher, whether old or new.

There are many problems that trainees cite as reasons for not getting involved in research. This book seems to provide solutions to many of those problems and supplies further reasons for trainees to become involved in research. It will be of immense help to any trainee about to embark on research in psychiatry.