Abstract
Objective: Despite growing recognition of how curriculum modules can benefit child and adolescent psychiatry (CAP) training, there are few standardized teaching resources for pediatric consultation-liaison psychiatry (PCLP). A Special Interest Group (SIG) of the American Academy of Child and Adolescent Psychiatry Physically Ill Child Committee (PICC) conducted a needs assessment to establish interest in, and availability of, a library of online, self-paced learning modules specific to PCLP. Method: An email needs assessment survey was distributed to the PICC listserv in the fall of 2019 with four core areas of inquiry: (1) clinical service description, (2) teaching barriers, (3) interest in curriculum resources, and (4) interest in evaluation resources. Results: Respondents were representative of typical academic PCLP programs. The response rate was 28% (n = 39). Programs endorsed barriers to teaching including high service obligations and limited protected teaching time. All respondents indicated that they would utilize high-quality, online learning modules. Psychiatric complications of medical illness, catatonia, and delirium were identified as priority topics in the care of pediatric patients with comorbid medical conditions. Conclusions: There are currently no published educational studies regarding the training needs for PCLP programs, even among tertiary care academic facilities. This training needs assessment is the first step in establishing a national PCLP training curriculum. New paradigms to develop standardized curriculum resources for PCLP are needed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 60-64 |
| Number of pages | 5 |
| Journal | Academic Psychiatry |
| Volume | 46 |
| Issue number | 1 |
| DOIs | |
| State | Published - Feb 2022 |
Funding
The following authors list no potential financial conflicts of interest or disclosures: Jena Lee, D. Catherine Fuchs, Brian P. Kurtz, Genalynne Mooneyham, Sigita Plioplys, and Maryland Pao. The following authors disclose affiliations or involvement in an organization or entity with a financial or non-financial interest in the subject matter or materials discussed in this manuscript: Amy Lynn Meadows reports research grant funding from the Children’s Miracle Network/Kentucky Children’s Hospital Research Fund and the University of Kentucky Scholar Clinician-Scientist Pipeline Program, travel support from the American Psychiatric Association, and leadership positions at the Kentucky Academy of Child and Adolescent Psychiatry. Khyati Brahmbhatt reports honoraria for presentations at annual meetings of AACAP and American Academy of Pediatrics. Richard John Shaw reports book royalties from American Psychiatric Publishing Association. Nasuh Malas reports travel support from the University of Michigan Professional Development Fund and that he holds leadership positions at the Child Committee of the American Association of Emergency Psychiatry and as an editorial board member for the PRITE and Child PRITE. Maalobeeka Gangopadhyay reports leadership positions on the New York Council for Child and Adolescent Psychiatry (secretary and president-elect) and on the Academy of Consultation Liaison Psychiatry Evidence-Based Medicine Subcommittee (board member). Funding was provided for the module development described in this work by the American Academy of Child and Adolescent Psychiatry Abramson Grant to the AACAP Physically Ill Child Committee. This research was supported, in part, by the Intramural Research Program of the NIMH, Annual Report Number ZIAMH002922. The project described was also supported by the NIH National Center for Advancing Translational Sciences through grant number UL1TR001998. The content is solely the responsibility of the authors and does not necessarily represent the official views of the NIH.
Keywords
- Child and adolescent psychiatry
- Curriculum
- Module
- Online
- Pediatric consultation-liaison
ASJC Scopus subject areas
- Education
- Psychiatry and Mental health
