Abstract
This chapter takes a global look at training in child and adolescent psychiatry
(CAP). We provide an overview of the history and current state of CAP
training internationally including common models for training that have
been developed, noting their similarities and diff erences. Th en, to illustrate the
diff erences in CAP practice and training related to local, societal and cultural
diff erences, a number of personal experiences of CAP training in various countries
are presented and a qualitative content analysis of these is provided. Stories
were contributed by trainees and trainers based on the questions: What is most
culturally and locally specifi c about CAP training programs in your country? What
are the major challenges and inspirational solutions? Th e development of a child
and adolescent psychiatrist does not fi nish at the end of their training. Life-long
models of learning are considered through the lenses of personal development,
continuing medical education and development of resilience; an introduction to
educational theory supporting these, is provided. Next, the chapter off ers a possible
roadmap to increase the available evidence for CAP training and implement
evidence-based best practices that will allow us to guide investments in training
towards a stronger profession and improved child and adolescent mental health for
our patients globally. At the end of the chapter, we provide a summary of available
materials and resources from international trainees, trainers and training related
organization that can be used by those seeking to start or enrich local training
programs.
(CAP). We provide an overview of the history and current state of CAP
training internationally including common models for training that have
been developed, noting their similarities and diff erences. Th en, to illustrate the
diff erences in CAP practice and training related to local, societal and cultural
diff erences, a number of personal experiences of CAP training in various countries
are presented and a qualitative content analysis of these is provided. Stories
were contributed by trainees and trainers based on the questions: What is most
culturally and locally specifi c about CAP training programs in your country? What
are the major challenges and inspirational solutions? Th e development of a child
and adolescent psychiatrist does not fi nish at the end of their training. Life-long
models of learning are considered through the lenses of personal development,
continuing medical education and development of resilience; an introduction to
educational theory supporting these, is provided. Next, the chapter off ers a possible
roadmap to increase the available evidence for CAP training and implement
evidence-based best practices that will allow us to guide investments in training
towards a stronger profession and improved child and adolescent mental health for
our patients globally. At the end of the chapter, we provide a summary of available
materials and resources from international trainees, trainers and training related
organization that can be used by those seeking to start or enrich local training
programs.
| Original language | English |
|---|---|
| Title of host publication | JM Rey’s IACAPAP Textbook of Child and Adolescent Mental Health |
| Publisher | International Association for Child and Adolescent Psychiatry and Allied Professions |
| Chapter | J.15 |
| Pages | 1-31 |
| Number of pages | 31 |
| ISBN (Print) | 978-0-646-57440-0 |
| Publication status | Published - 2022 |
Keywords
- psychiatry