Towards an international learning network for CAP Training- a Delphi study

Abstract

A learning network of clinician-educators and stakeholders provides a sustainable approach to co-creating best practices in child and adolescent psychiatry (CAP) training. This study assessed the feasibility and relevance of developing such a network in Europe. Participants (n = 137) from 28 European countries—trainees (n = 58), trainers (n = 50), and experts by lived experience (n = 27)—rated the importance of potential topics (areas of learning) and activities (ways of sharing) for an international training network. The study followed a Delphi methodology: in round 1, participants assessed the relevance of predefined topics and activities and suggested additions. In round 2, additions were evaluated, and participants prioritized the most relevant themes. Over 80% of participants rated 14 out of 21 topics and 12 out of 16 activities as (very) important. The five top-rated topics were assessment, medication, psychotherapy, transdiagnostic behaviors, and mental health policy advocacy. One-third of participants prioritized transition into young adulthood, lifelong learning for CAP trainees, interdisciplinary collaboration, public health, and family involvement. Variability emerged among stakeholder groups regarding leadership; online resources; cooperating with experts by lived experience; teaching scholarship; well-being of trainees; and requirements for registration and assessment. There was a strong consensus on the value of structured international collaboration in CAP training that supports development of an international CAP training network integrating diverse stakeholder perspectives. Such a network could enhance training quality, foster interdisciplinary cooperation, and standardize best practices in CAP education across Europe to address evolving needs in the field.