Psychiatric training in perinatal mental health across Europe

Perinatal mental illness is associated with considerable maternal and infant morbidity and mortality. However, there are currently no specific guidelines on the standards and structure of postgraduate perinatal psychiatric training in Europe. We describe the characteristics of available and desired specialist perinatal psychiatry training from the perspective of European psychiatrists in training. An online survey was conducted among 34 national psychiatric trainee association representatives of the European Federation of Psychiatric Trainees (EFPT). Participants from the countries in which perinatal psychiatry training was available were invited to participate in in-depth follow-up interviews. Six countries out of 34 (18%) reported that specialist training in perinatal mental health was available (Finland, France, Germany, Ireland, Malta, and the UK). The nature of available training varied in duration, the supervision and assessment model employed, and the training scheme context. Of the 28 countries where specialist perinatal psychiatry training was unavailable, the majority of national representatives (22 countries, 76%) wanted specialist perinatal psychiatry training to be included in their national training curricula. There is a gap between the expected skills and the available training for psychiatrists to meet the mental healthcare needs of women in the perinatal period. Given the prevalence and impact of perinatal mental illness and the expressed desires of trainees themselves for specialist training, this finding should prompt urgent action.

Combining Asian and American pedagogy to improve clinical psychopharmacology practice

As the world becomes increasingly interconnected, psychiatrists across geographical regions and from various international organizations need to collaborate to promote global health and wellness. A necessary step is for nations of the world to develop combined teaching initiatives and curricula to ensure best practices are shared globally. In no field of medicine is this more pressing than in psychiatry - especially psychopharmacology given the recent advances in the field. This paper highlights the need to work collaboratively in developing teaching curricula in psychopharmacology in order to incorporate pedagogy and content from international partners-here from Asia and America.

Psychiatric education in Africa-a South African perspective

Psychiatry is an under-resourced discipline, specifically in terms of personnel, not least of all in developing world settings. The capacity for training specialists does not seem to meet the requirements of an increasing disease burden. Notwithstanding the status quo, countries in such settings continue to train and graduate specialists. The current paper provides an overview of specialist training in South Africa, specifically noting the exposure to Psychiatry at undergraduate level, within the context of Psychiatric education in an African setting. An important issue is raised-if a country is not able to meet the personnel requirements at specialist level, is it time to reconsider such training within the broader context of psychiatric education based on country-specific needs. Further, the need for an assertive specialist psychiatrist discipline as well as one that is knowledgeable and respectful of indigenous practice is highlighted.

Better than Better: The New Focus on Well-Being in Child Psychiatry

Training and practice within child psychiatry has focused predominantly on mental illness rather than mental health. A growing body of evidence, however, is demonstrating the importance for clinicians also to be able to focus directly on enhancing positive traits and emotions and increasing well-being and health promotion in their patients. This complementary aspect of mental health care has been called well-being and positive psychiatry, among other terms. Being able to apply these principles to standard practice requires new knowledge, skills, and attitudes that are not part of traditional psychiatric training.

Teaching Well-Being: From Kindergarten to Child Psychiatry Fellowship Programs

Psychiatric training for medical students, residents, and fellows can integrate well-being principles to improve mental health. From preschool to college, principles of wellness and health promotion are increasingly prevalent and are showing promising results. Courses on happiness and well-being have been embraced at colleges and universities. Well-being is now a required component of child and adolescent psychiatry training. Training residents and fellows in emotional and behavioral well-being requires incorporation into clinical supervision and the overall culture and infrastructure of the training program.

Psychiatric training in the UK: the next steps

Postgraduate education and training in the UK is undergoing tremendous change. In this paper the changes affecting psychiatry are described, with an account of the drivers. Patients, their carers and politicians all expect psychiatric service providers to have certain characteristics. Psychiatric training is becoming more competency focused and it is right that assessments of competencies also occur at the place that trainees work. There are key competencies that trainees need to take into account while learning and working. These are described along with the way forward.

Learner centred learning or teacher led teaching : a study at a psychiatric centre

This study attempted to identify the attitudes of psychiatric trainees and their trainers towards formalized teaching programmes, using a structured proforma. Both the trainers and trainees did see eye to eye on several aspects of training. A majority of the respondents felt that teaching programmes were indeed useful but opted for fewer programmes, with more variety, broader coverage, interdisciplinary involvement and small group discussions. However, there were some significant differences of opinion between the trainees and trainers, suggesting a reappraisal and suitable alterations in teaching systems so that it may mutually satisfy both the trainees and the trainers.