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A Guide for Planning and Implementing Successful Mental Health Educational Programs.

Thiago Blanco-Vieira1, Fernando Augusto da Cunha Ramos, Edith Lauridsen-Ribeiro

  • 1Dr. Blanco-Vieira: Child Psychiatrist, Post Graduation Student, Department of Psychiatry, UNIFESP, and Collaborator Professor at the Child and Adolescent Mental Health Specialization Course (CESMIA), Federal University of São Paulo (UNIFESP), São Paulo, Brazil. Dr. Ramos: Child Psychiatrist, Coordinator of Rio de Janeiro Mental Health School (ESAM), Collaborator Professor at the Child and Adolescent Mental Health Specialization Course (CESMIA), UNIFESP, São Paulo, Brazil. Dr. Lauridsen-Ribeiro: Pediatrician, Child Psychiatrist, Collaborator Professor at the Child and Adolescent Mental Health Specialization Course (CESMIA), UNIFESP, São Paulo, Brazil. Dr. Vieira Ribeiro: Child Psychiatrist, Collaborator at the Child and Adolescent Psychiatry Unit (UPIA), Department of Psychiatry, UNIFESP, São Paulo, Brazil. Dr. Meireles: Psychologist, Collaborator at the Child and Adolescent Psychiatry Unit (UPIA), UNIFESP, São Paulo, Brazil. Dr. Nóbrega: Child Psychiatrist, Collaborator at the Child and Adolescent Psychiatry Unit (UPIA), Department of Psychiatry, UNIFESP, São Paulo, Brazil. Dr. Palma: Child Psychiatrist, Collaborator at the Child and Adolescent Psychiatry Unit (UPIA), Department of Psychiatry, UNIFESP, São Paulo, Brazil. Dr. Ratto: Psychologist, Collaborator at the Child and Adolescent Psychiatry Unit (UPIA), Department of Psychiatry, UNIFESP, São Paulo, Brazil. Dr. Caetano: Associate Professor, Child and Adolescent Psychiatry Unit (UPIA), Department of Psychiatry, Federal University of São Paulo (UNIFESP), and Professor of the Child and Adolescent Mental Health Specialization Course (CESMIA), UNIFESP, São Paulo, Brazil. Dr. Ribeiro: Personal Social Services Research Unit, London School of Economics and Political Science, London, United Kingdom. Dr. Rosário: Associate Professor, Child and Adolescent Psychiatry Unit (UPIA), Department of Psychiatry, Federal University of São Paulo (UNIFESP), and Coordinator of the Child and Adolescent Mental Health Specialization Course (CESMIA), UNIFESP, São Paulo, Brazil.

The Journal of Continuing Education in the Health Professions
|June 1, 2018
PubMed
Summary

Effective mental health training for healthcare professionals requires interactive methods, relevant curricula, and expert involvement. These strategies improve knowledge implementation in daily practice, enhancing patient care quality.

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Area of Science:

  • Healthcare Education
  • Mental Health Services Research
  • Professional Development

Background:

  • Global mental health disorders necessitate improved healthcare professional training.
  • Limited literature addresses success factors in mental health training programs.
  • Systematic review to identify effective training strategies is needed.

Purpose of the Study:

  • To systematically review literature on mental health training for healthcare professionals.
  • To identify factors associated with the effective implementation of these programs.

Main Methods:

  • Searched MEDLINE/PubMed, SciELO, and Virtual Health Library databases.
  • Included articles published before February 2017.
  • Two double-blind reviewers assessed 77 original papers.

Main Results:

  • Most studies were from the USA (39%) and focused on depression (34%).
  • Effective programs used learner-centered, interactive methods and curricula based on daily challenges.
  • Key factors included expert involvement, experienced participants, interdisciplinary work, flexible timing, e-learning, and knowledge application.

Conclusions:

  • Findings offer guidance for designing and enhancing future mental health educational programs.
  • Implementation of identified effective strategies can improve the quality of mental health care.
  • Focus on practical application and experienced learners is crucial for training success.