47.9 Sexual Health in Child and Adolescent Psychiatry: Multisite Implementation Through Synchronized Videoconferencing of an Educational Resource Using Standardized Patients

Abstract

Objectives: Continuing education workshops are a common and scalable method of training professionals. But what makes for a good workshop? Is there a special alchemy of ingredients that produces a "secret sauce"? This study investigates practitioners' perceptions of particular aspects of training in order to develop more personalized and engaging clinical training efforts. Accordingly, this poster aligns precisely with the conference goals of improving the well-being of young patients and their families by training providers in evidence-based service delivery methods. Methods: Fifty-seven clinicians who attended a 3-day workshop on CBT with youth completed a program evaluation survey immediately following completion of the training. The instrument consisted of 12 items across various domains. Clinicians' perceptions of the depth of training, usefulness, new skills acquired, and new concepts learned were examined. Additionally, the presentation's organization and clarity were also evaluated. Item means were compared, frequencies were assessed, and Pearson correlations between items were computed on SPSS Statistics 26.0. Results: Several significant associations were revealed in the intercorrelational matrix table. The association between usefulness and acquisition of new skills earned the highest magnitude of correlation (r ¼ 0.59; p < 0.01). Clinicians clearly saw the depth of material as being related to the usefulness of material (r ¼ 0.42; p < 0.01), developing new skills (r ¼ 0.49; p < 0.01), learning new concepts (r ¼ 0.29; p < 0.05), organization (r ¼ 0.37; p < 0.05), and clarity (r ¼ 0.37; p < 0.05). Learning skills and acquiring new concepts were significantly linked (r ¼ 0.41; p < 0.01). The clarity and organization of material were highly correlated (r ¼ 0.54; p < 0.01). Conclusions: Workshop leaders are well-advised to present in-depth material in a clear and organized manner. Practitioners value workshops that are highly practical and teach new clinical skills.

From Learning Psychiatry to Becoming Psychiatrists: A Qualitative Study of Co-constructive Patient Simulation

“…One way to approach the cost and logistic complexity of CCPS is through the creation of enduring materials such as videotaped interactions that can then be used as stimuli for discussion or as teaching materials. We have started to explore this approach by turning one of our CCPS sessions (VI, "sexual health discussions") into an educational module we were able to deploy across a national network of CAP training programs (10). In this way, we have been able to consolidate and share training materials and standardized best practices across a larger number of sites and participants.…”

“…SPS can also provide education and assessment opportunities in graduate medical education (GME) in psychiatry, following the broader education transition from a milestone-based approach to a competency-based medical education (CBME) paradigm based on entrustable professional activities (EPAs) (8). There are a few informative examples of SPS-based psychiatric training modules in GME, including for suicide risk assessment among pediatrics residents (9), or for sexual health education specifically tailored for child and adolescent psychiatry (CAP) (10).…”