Telepsychiatry (TP; video; synchronous) is effective, well received and a standard way to practice. Best practices in TP education, but not its desired outcomes, have been published. This paper proposes competencies for trainees and clinicians, with TP situated within the broader landscape of e-mental health (e-MH) care. TP competencies are organized using the US Accreditation Council of Graduate Medical Education framework, with input from the CanMEDS framework. Teaching and assessment methods are aligned with target competencies, learning contexts, and evaluation options. Case examples help to apply concepts to clinical and institutional contexts. Competencies can be identified, measured and evaluated. Novice or advanced beginner, competent/proficient, and expert levels were outlined. Andragogical (i.e. pedagogical) methods are used in clinical care, seminar, and other educational contexts. Cross-sectional and longitudinal evaluation using quantitative and qualitative measures promotes skills development via iterative feedback from patients, trainees, and faculty staff. TP and e-MH care significantly overlap, such that institutional leaders may use a common approach for change management and an e-platform to prioritize resources. TP training and assessment methods need to be implemented and evaluated. Institutional approaches to patient care, education, faculty development, and funding also need to be studied.

A peer group mentoring format for junior faculty in an academic department of psychiatry can be an effective model of mentoring.

No abstract

No abstract

The field of KT and implementation science is growing in Canada, Australia, and worldwide. In Canada, funding agency mandates require researchers to engage with stakeholders, including policy and decision makers, practitioners, and consumers of health services (Goering, Boydell, & Pignatiello, 2008). For example, the Canadian Institutes of Health Research (CIHR) is a worldwide pioneer in promoting and supporting KT initiatives aimed at the meaningful involvement of stakeholder communities in research funding and translation for the purposes of effective and innovative changes in health, whether it be at the policy, practice, or product level (CIHR, 2012). CIHR has a strong KT component including dedicated funding streams and strategic initiatives, training programs, and awards. The CIHR definition of KT is taken up globally, along with the mandate of many federal health care funding bodies to fund KT activities and research. CHIR (2012) defines KT as "a dynamic and iterative process that includes the synthesis, dissemination, exchange and ethically sound application of knowledge to improve 694840D PSXXX10.

Overall, the majority of participants believed that the program facilitated growth and development and provided positive opportunities for both mentors and mentees. While challenges were present in the program, participants provided tangible recommendations to improve the process.

Objective: To address the gaps between need and access, and between treatment guidelines and their implementation for mental illness, through capacity building of front-line health workers. Methods:Following a learning needs assessment, work-based continuing education courses in evidence-supported psychotherapies were developed for front-line workers in underserviced community settings. The 5-hour courses on the fundamentals of cognitivebehavioural therapy, interpersonal psychotherapy, motivational interviewing, and dialectical behaviour therapy each included videotaped captioned simulations, interactive lesson plans, and clinical practice behaviour reminders. Two courses, sequentially offered in 7 underserviced settings, were subjected to a mixed methods evaluation. Ninety-three nonmedical front-line workers enrolled in the program. Repeated measures analysis of variance was used to assess pre-and postintervention changes in knowledge and selfefficacy. Qualitative data from 5 semistructured focus groups with 25 participants were also analyzed.Results: Significant pre-and postintervention changes in knowledge (P < 0.001) were found in course completers. Counselling self-efficacy improved in participants who took the first course offered (P = 0.001). Dropouts were much less frequent in peer-led, small-group learning than in a self-directed format. Qualitative analysis revealed improved confidence, morale, self-reported practice behaviour changes, and increased comfort in working with difficult clients. Conclusion:This work-based, multimodal, interactive, interprofessional curriculum for knowledge translation of psychotherapeutic techniques is feasible and helpful. A peer-led group format is preferred over self-directed learning. Its application can build capacity of front-line health workers in helping patients who suffer from common mental disorders.

No abstract