Addressing the specialist workforce CAMH skill-gap: providing and evaluating iCAMH training in Fiji and Papua New Guinea

Abstract

Objective: Child and adolescent mental health problems are common and result in significant morbidity. Whereas in high-income countries there is an established workforce, in lower income countries, such as the Pacific nations, the workforce has little capacity despite a potentially higher population risk of mental disorder. We report on a workforce development effort, a child and adolescent mental health training package. Method: We describe the implementation and evaluation of the International Child and Adolescent Mental Health certificate training in two Pacific nations. Results: Clinicians rated the training positively. Some participants reported concern with teaching materials. Attitudes to child and adolescent mental health were more favourable following the course. A change in knowledge or skill could not be determined. Conclusions: The training seems of value to Pacific clinicians and the framework provides for case-based learning across settings. The training would benefit from the addition of a valid assessment of participant skill and knowledge. The sociocultural and contextual factors are considerations for the content and delivery. Contextually appropriate resources and teaching strategies are important.

Child and Adolescent Psychiatry International Relations (CAPIR): building bridges for psychiatry workforce capacity with Pacific Island nations

“…A collaboration with the NGO Fiji Alliance for Mental Health was developed to assist with post-disaster relief after Cyclone Winston in 2016. The Fiji Ministry of Health and Medical Services is supporting International CAMH 12 and CAMH in Primary Care 13 training across its four health divisions and plans to support mentoring.…”

Building capacity for child and adolescent mental health and psychiatry in Papua New Guinea

“…11 This is further discussed in the article on evaluation of the pilot educational initiative in a separate publication in this series. 12 Problem-based learning may assist with this, and problem-based teaching resources were collaboratively developed for small group discussion.…”

Piloting online training in the Pacific‐Ophelia project for child and adolescent mental health

“…The Royal Australian and New Zealand College of Psychiatrists (RANZCP) Faculty of Child and Adolescent Psychiatry (FCAP) has worked with PICs since 2013 through its Pasifika Study Group (PSG) to build workforce capacity in child and adolescent mental health (CAMH) (Robertson, Hagali, et al, 2020) The PSG has been a catalyst for regional partnerships, including the Pasifika Medical Association A desktop literature review and needs analysis informed the OPHELIA pilot CAMH professional development project. Key findings were insufficient workforce capacity for CAMH in PICs (Hoadley et al, 2020;Kieling et al, 2011); the requirement for multi-sectoral approaches for the health education, social welfare and justice sectors (Kieling et al, 2011), and training to address needs of non-specialist and frontline staff. CAMH services need to be holistic, interdisciplinary and evidence-and community-based (Kieling et al, 2011), with a focus on prevention and early intervention, as well as addressing social determinants, environmental and social factors and incorporating collaborative community approaches (Delaney & Karnik, 2019).…”

“…For the Pacific, the mental health workforce is widespread over geographically remote and isolated areas, but with increasing use of (Hoadley et al, 2020;Kieling et al, 2011) and an interactional delivery approach was best. The specialist-led curriculum was designed to address the most pressing issues faced by health care workers.…”

“…A desktop literature review and needs analysis informed the OPHELIA pilot CAMH professional development project. Key findings were insufficient workforce capacity for CAMH in PICs (Hoadley et al, 2020; Kieling et al, 2011); the requirement for multi‐sectoral approaches for the health education, social welfare and justice sectors (Kieling et al, 2011), and training to address needs of non‐specialist and frontline staff. CAMH services need to be holistic, interdisciplinary and evidence‐ and community‐based (Kieling et al, 2011), with a focus on prevention and early intervention, as well as addressing social determinants, environmental and social factors and incorporating collaborative community approaches (Delaney & Karnik, 2019).…”