Published in:
01-01-2009 | ORIGINAL CONTRIBUTION
Using participatory design to develop structured training in child and adolescent psychiatry
Published in: European Child & Adolescent Psychiatry | Issue 1/2009
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Context
Learning during residency in child and adolescent psychiatry (CAP) is primarily work-based and has traditionally been opportunistic. There are increasing demands from both postgraduate trainees and medical organisations for structured programmes with defined learning outcomes.
Objectives
The aim of this study was to partner with postgraduate trainees and consultants in psychiatry to identify key learning issues that should be considered during CAP residency and to use these in designing a structured programme to meet the learning outcome requirements of a competency framework.
Methods
Participatory design was used to structure a learning and assessment programme in CAP. First, during working seminars, consultants and postgraduate trainees were interviewed about the characteristics of the learning and working in CAP. These interviews were audio taped, transcribed and analyzed for recurrent themes to identify key issues. Descriptive results were fed back to the participants for validation. In a subsequent iterative process the researchers and practitioners partnered to construct a learning and assessment programme.
Results
The tasks within CAP were poorly described by study participants. Several other types of professionals within the healthcare team perform many of the tasks a CAP postgraduate trainee has to learn. Participants had difficulties describing how learning takes place and what postgraduate trainees need to learn in CAP. The partnership between researchers and practitioners identified three key issues to consider in CAP residencies: (1) Preparation for tasks postgraduate trainees are expected to fulfil, (2) Ensuring acquisition of physician-specific knowledge and skills, and (3) Clarifying roles and professional identity within the team. A structured training programme incorporating the key learning issues identified was created.
Conclusion
Participatory design was very helpful to structure a contextually suitable training programme in CAP. The researchers speculate that this approach will result in easier implementation of the new training programme.