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<p>A learning network of clinician-educators and stakeholders provides a sustainable approach to co-creating best practices in child and adolescent psychiatry (CAP) training. This study assessed the feasibility and relevance of developing such a network in Europe. Participants (<i>n</i> = 137) from 28 European countries—trainees (<i>n</i> = 58), trainers (<i>n</i> = 50), and experts by lived experience (<i>n</i> = 27)—rated the importance of potential <i>topics</i> (areas of learning) and <i>activities</i> (ways of sharing) for an international training network. The study followed a Delphi methodology: in round 1, participants assessed the relevance of predefined topics and activities and suggested additions. In round 2, additions were evaluated, and participants prioritized the most relevant themes. Over 80% of participants rated 14 out of 21 <i>topics</i> and 12 out of 16 <i>activities</i> as (very) important. The five top-rated topics were assessment, medication, psychotherapy, transdiagnostic behaviors, and mental health policy advocacy. One-third of participants prioritized transition into young adulthood, lifelong learning for CAP trainees, interdisciplinary collaboration, public health, and family involvement. Variability emerged among stakeholder groups regarding leadership; online resources; cooperating with experts by lived experience; teaching scholarship; well-being of trainees; and requirements for registration and assessment. There was a strong consensus on the value of structured international collaboration in CAP training that supports development of an international CAP training network integrating diverse stakeholder perspectives. Such a network could enhance training quality, foster interdisciplinary cooperation, and standardize best practices in CAP education across Europe to address evolving needs in the field.</p>

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Towards an international learning network for CAP Training– a Delphi study

  • 期刊论文

  • 发表日期：

    2026年1月27日

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  • Peter KH Deschamps,
  • Sara Pillen,
  • Stephen Eliez,
  • Ioanna Giannopoulou,
  • Anna Sofie Hansen,
  • Brian Jacobs,
  • Marie-Aude Piot,
  • Asilay Seker,
  • Marieke van der Schaaf

摘要

A learning network of clinician-educators and stakeholders provides a sustainable approach to co-creating best practices in child and adolescent psychiatry (CAP) training. This study assessed the feasibility and relevance of developing such a network in Europe. Participants (n = 137) from 28 European countries—trainees (n = 58), trainers (n = 50), and experts by lived experience (n = 27)—rated the importance of potential topics (areas of learning) and activities (ways of sharing) for an international training network. The study followed a Delphi methodology: in round 1, participants assessed the relevance of predefined topics and activities and suggested additions. In round 2, additions were evaluated, and participants prioritized the most relevant themes. Over 80% of participants rated 14 out of 21 topics and 12 out of 16 activities as (very) important. The five top-rated topics were assessment, medication, psychotherapy, transdiagnostic behaviors, and mental health policy advocacy. One-third of participants prioritized transition into young adulthood, lifelong learning for CAP trainees, interdisciplinary collaboration, public health, and family involvement. Variability emerged among stakeholder groups regarding leadership; online resources; cooperating with experts by lived experience; teaching scholarship; well-being of trainees; and requirements for registration and assessment. There was a strong consensus on the value of structured international collaboration in CAP training that supports development of an international CAP training network integrating diverse stakeholder perspectives. Such a network could enhance training quality, foster interdisciplinary cooperation, and standardize best practices in CAP education across Europe to address evolving needs in the field.