OBJECTIVE: To evaluate a curriculum for teaching family physicians (FPs) in rural and underserviced areas about children's mental health, and to evaluate a collaborative model of teaching using child psychiatrists and FPs. METHODS: A child psychiatrist and a rural FP provided training to rural FPs in attention-deficit/hyperactivity disorder (ADHD) and disruptive behaviour disorders (DBDs). Training consisted of a half-day workshop in 11 communities located in southwestern Ontario. Workshops included didactic teaching, observation of standardized videos demonstrating interviewing skills, and interactive discussion. Participants completed pre- and posttraining questionnaires about their confidence in managing these conditions, and completed standardized questionnaires on the effectiveness of the workshop and videos. One month after the training, participants were randomly assigned to receive individual interviews. Three months later 2 questionnaires were mailed to participants for evaluation of their confidence after their training and for evaluation of the impact on their practice. RESULTS: Fifty-six FPs attended the workshops and, of these, 80% completed the study. Family physicians reported improved confidence in their abilities to diagnose and treat ADHD and DBDs after the training. CONCLUSION: Didactic presentations by child psychiatrists and FPs, followed by video examples of interviewing skills, and informal discussions with small groups, was found to be an effective curriculum for teaching rural FPs about children's mental health.
RCT Entities:
OBJECTIVE: To evaluate a curriculum for teaching family physicians (FPs) in rural and underserviced areas about children's mental health, and to evaluate a collaborative model of teaching using child psychiatrists and FPs. METHODS: A child psychiatrist and a rural FP provided training to rural FPs in attention-deficit/hyperactivity disorder (ADHD) and disruptive behaviour disorders (DBDs). Training consisted of a half-day workshop in 11 communities located in southwestern Ontario. Workshops included didactic teaching, observation of standardized videos demonstrating interviewing skills, and interactive discussion. Participants completed pre- and posttraining questionnaires about their confidence in managing these conditions, and completed standardized questionnaires on the effectiveness of the workshop and videos. One month after the training, participants were randomly assigned to receive individual interviews. Three months later 2 questionnaires were mailed to participants for evaluation of their confidence after their training and for evaluation of the impact on their practice. RESULTS: Fifty-six FPs attended the workshops and, of these, 80% completed the study. Family physicians reported improved confidence in their abilities to diagnose and treat ADHD and DBDs after the training. CONCLUSION: Didactic presentations by child psychiatrists and FPs, followed by video examples of interviewing skills, and informal discussions with small groups, was found to be an effective curriculum for teaching rural FPs about children's mental health.
Authors: Margaret Steele; Richard Zayed; Brenda Davidson; Neal Stretch; Lucie Nadeau; William Fleisher; Tamison Doey; Helen R Spenser; Sabina Abidi; Geneviève Auclair; Terrence S Callanan; Don Duncan; Gisele Ferguson; Roberta Flynn; Lindsay Hope-Ross; Sarosh Khalid-Khan; Lorraine Lazier; Vitaly Liashko; Harold Lipton; Lara Postl; Kimberly St John Journal: J Can Acad Child Adolesc Psychiatry Date: 2012-05
Authors: Richard Zayed; Brenda Davidson; Lucie Nadeau; Terrence S Callanan; William Fleisher; Lindsay Hope-Ross; Stacey Espinet; Helen R Spenser; Harold Lipton; Amresh Srivastava; Lorraine Lazier; Tamison Doey; Sarosh Khalid-Khan; Ann McKerlie; Neal Stretch; Roberta Flynn; Sabina Abidi; Kimberly St John; Genevieve Auclair; Vitaly Liashko; Sarah Fotti; Declan Quinn; Margaret Steele Journal: J Can Acad Child Adolesc Psychiatry Date: 2016-02-01