Using participatory design to develop structured training in child and adolescent psychiatry

Area of Science:

• Medical Education
• Psychiatry Training
• Competency-Based Education

Background:

• Child and adolescent psychiatry (CAP) residency learning is traditionally opportunistic and work-based.
• Growing demand for structured CAP training programs with defined learning outcomes from trainees and organizations.

Purpose of the Study:

• To partner with CAP trainees and consultants to identify key learning issues for residency.
• To design a structured CAP training program based on identified learning issues and competency framework requirements.

Main Methods:

• Employed participatory design for structuring the CAP learning and assessment program.
• Conducted interviews with consultants and trainees on CAP learning characteristics, analyzed themes, and validated findings.
• Iteratively developed the program in partnership with researchers and practitioners.

Main Results:

• Participants struggled to describe CAP tasks and learning processes.
• Identified three key issues for CAP residencies: task preparation, physician-specific skills acquisition, and role/identity clarification.
• Developed a structured training program integrating these key learning issues.

Conclusions:

• Participatory design effectively structured a contextually relevant CAP training program.
• The participatory approach is anticipated to facilitate easier implementation of the new training program.