Suhana Ahmed - Key commitments

National recruitment

The recent rise in competition for core psychiatry training places has created significant pressures for applicants and carries important implications for those considering the pathway. Although the College is not responsible for running national recruitment for either core or higher psychiatry training, NHS England (who are responsible for this) is open to reviewing potential approaches, including how the MSRA is used and how commitment to psychiatry can be included by the current task and finish group.

I commit to

- Lead and accelerate the review of the psychiatry recruitment process, with a transparent and publicly accessible appraisal of all possible options, ensuring that commitment to psychiatry is meaningfully embedded—whether through a specialty‑focused exam, revised application elements, or portfolio criteria. The aim is to implement any agreed changes for the August 2027 CT1 intake, supported by a robust, openly available evaluation of their impact.

- Embed the Medical Prioritisation Bill for psychiatry recruitment (UK wide) in line with recommendations, with cohesion and sensitivity.

Equity

We continue to face substantial consultant vacancies across all four nations, with particularly acute shortages in some regions, making it essential to maintain a strong focus on the current portfolio pathway—examining the number of successful applications, the support available, and its ongoing limitations.

Over the years, I have repeatedly been approached by resident and SAS doctors from across all four nations who face limited opportunities to pursue non‑clinical interests, largely due to the constraints imposed by their geographical location and the size of their employing organisations.

There continues to be a need to be aware and improve the working lives of less than full time resident doctors, those working flexibly, those with protected characterises and neurodivergence in the current day.

I commit to

Develop a hub of experts in academia and research, leadership and management, medical education and particular subspecialties such as learning disabilities, substance misuse and neuropsychiatry—working collaboratively with relevant faculties and committees—to ensure that all resident and SAS doctors can access one‑to‑one development conversations with specialists and benefit from opportunities aligned to their interests, irrespective of geographical location.

Streamline the portfolio pathway to ensure that psychiatrists’ prior experience—including that of locally employed doctors—is appropriately recognised and incorporated into the process. Alongside this, establish a supportive peer network for clinicians pursuing the portfolio route, creating a space for shared learning, guidance, and professional connection.

Careers that are built to last

Recruitment and retention are inseparable and equally critical. I continue to hear of consultants leaving both psychiatry and the UK, raising real concern. With demand and pressures so high, we must consider how to create sustainable, fulfilling careers—especially for those just beginning their journey in the specialty.

It’s time to rethink well‑being—not as a set of distant or impractical initiatives, but as a commitment to ensuring organisations meet the fundamental needs of staff while equipping psychiatrists with the skills and tools that genuinely empower them.

I commit to

Strengthen how we support and empower the next generation of consultants; reinstating StartWell* events with a renewed focus on the non‑clinical aspects of consultant life, relaunching the StartWell guide, and providing clear guidance on mentoring during the transition—all with accessible pathways for obtaining support through the College. Integrate cross learning from other Colleges and their support schemes for new consultants.

* Startwell is an initiative to help early‑career consultants establish good habits, build confidence, and thrive during the challenging transition from training to independent consultant practice

Launching an affordable professional skills programme designed to upskill psychiatrists in essential non‑clinical capabilities, including time management, delegation, conflict resolution, boundary setting and digital skills.

Develop clear, up‑to‑date guidance on job planning for psychiatrists, aligned with four nation healthcare providers, including explicit advice on time allocation for educational roles, a detailed breakdown of how SPA time should be used, and direction on ensuring the job‑planning process remains meaningful and effective.

Educators and trainers

A crucial strength of our training system lies in the dedication of our trainers and educators. My own trainers inspired and invested in me, yet the escalating service pressures mean we now have increasingly limited time to connect with and nurture our resident doctors. We must consider how to reignite the passion many once had for developing the next generation of psychiatrists, equipping them with the skills and support they need to teach effectively. Equally, we must ensure our trainers and educators themselves have structured opportunities for development, so they feel valued, empowered, and confident in their roles.

I commit to

Strengthen the quality of supervision and support within psychiatry by introducing tailored guidance and workshops that help trainers optimise their supervisory practice, including upskilling in established coaching and mentoring approaches. This must be reinforced through job‑planning guidance that explicitly protects time for educational and training activity. Alongside this, I will develop a dedicated web page for trainers and educators to bring together key resources, troubleshooting support, and clear pathways for further professional development—ensuring all educators have easy access to the tools they need to excel in their roles.

Leadership & management

As you become more senior, your role extends far beyond clinical expertise—you are inherently a leader. Regardless of whether you pursue a formal leadership position later in your career, you lead your clinical team every day, and those leadership skills must be cultivated early in training.

Data and digital will drive 21st century healthcare developments. Psychiatrists at all stages of training need programmes, resources and training skills to navigate data and digital as well to provide the best patient care.

I will review the current leadership and management offer available to psychiatrists across all 4 nations, identify and address gaps.

I commit to

Work collaboratively with other committees in the College, to broaden the leadership and management offer by developing a comprehensive directory, establishing a hub of expert support, creating short bite‑sized e‑learning modules, as well as expanding events and opportunities for members to take on leadership roles within the College.

Produce a blueprint—aligned with standards from RCPsych Leadership and Management Fellowship Scheme (LMFS) and the Faculty of Leadership and Management (FMLM)—to enable Trusts to deliver their own high‑quality leadership programmes and events, ensuring consistency, accessibility, and excellence across the system.

Working collaboratively within the College to ensure trainers have the resources and skills to foster digital, data and AI skills in the workforce.

Communication & engagement

The College holds expertise in psychiatry, training, and workforce development, but many resident doctors, SAS doctors and trainers feel this is disconnected from the reality and challenges facing psychiatric training at present. Achieving meaningful improvements in training will require strong partnership working with key stakeholders, including healthcare providers of all four nations, to ensure coherent, collaborative progress. However, above all, it requires the College to acknowledge the disconnect with many of their members involved in training, listen to the challenges they face around increasing bureaucracy and workload and as the experts, advise how they think training could be improved.

I commit to

Establish regular interface meetings involving all key partners including Heads of School, Division Chairs and Devolved Nation leads, Psychiatry Resident Doctor Committee (PRDC) representatives and senior healthcare leaders in all four nations to discuss regional challenges and strengthen communication regionally, beyond the silos that exist at present.

Ensure that members can attend group drop-in sessions with the Dean regularly , offering direct access to support, guidance, and ongoing dialogue.

Being led and directed by the real experts in psychiatric training; the trainers and educators, resident and SAS doctors.