Teachers' professional skills are known as ability of higher-level cognition and knowledge acquired for the purpose of professional growth in career development. Teacher training workshop is a forum which bestows an opportunity of motivation and enhancement of professional skills in different disciplines and areas. The prime purpose of the research was to investigate the effect of teacher training workshop on professional skill of Federal Government Educational Institutions' teachers in Lahore region. It was evaluative in nature and quantitative research approach was adopted to acquire the research objectives. Two hundred (100 male and 100 female) participants of teachers' training workshop were randomly selected as sample for the study. The tool of this research study was a questionnaire formulated by the researchers. Data were collected from those teachers who participated in the workshop conducted in FGEIs Lahore region. The pilot study was also carried out by the researchers in order to validate the research tool. In this connection, the opinions of three experts were sought for the validation of the research tool. The experts in the field of test and measurement verified face validity and content validity. Reliability was also drawn through administering the tool to 30 FG teachers who were not part of the sample study at Lahore. Among them 50% were male and 50% female. Internal consistency coefficient using Cronbach Alpha was tested for reliability, the calculated value was0.86. As regards the findings of this research, most of the participants opined that the teacher training workshop promulgates significant effects on the professional enhancement of faculty members. In addition to that, this workshop program should be closely monitored and followed to seek feedback from the teachers who are executing and exercising their practice into the institutions. Therefore, it is recommended that new knowledge and skills should be inculcated during workshop for the sake of teachers' professional development.

With the introduction of many reforms and changes in medical training in the UK, postgraduate training has undergone significant transformation. The establishment of Postgraduate Medical Education and Training Board (PMETB), Modernizing Medical Careers (MMC), new recruitment processes and changes in the curriculum and examination structure are all having a major impact on the future training and teaching programs in psychiatry in the UK. Entry into psychiatry is becoming increasingly competitive and progression in career is now competency based in addition to the examination requirements subject to an annual review and regular appraisal. A structured portfolio is also vital in order to present evidence of competencies and ensure smooth progression through the training grades. This paper gives a general outline of these changes and describes the new training and examination requirements of the new system in place in the Psychiatric training in United Kingdom.