Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry · 2026
Professional Training by Perinatal Psychiatry Access Programs: Multi-Method Approach to Characterize the State of the US Access Programs.
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Cowley Deborah S, Veerakumar Ekaanth, Schaefer Ana J, Bhat Amritha, Sheldrick R Christopher, Davis Wendy, Byatt Nancy, Mackie Thomas I
Аннотация
OBJECTIVE: Perinatal mental health (PMH) conditions often go unrecognized, undiagnosed, and untreated. Perinatal Psychiatry Access Programs (Access Programs) provide consultation, resources, and referrals to support frontline perinatal care clinicians in addressing PMH conditions. Most Access Programs also offer professional training for perinatal care clinicians. This article describes the goals of and approaches to professional training among 14 Access Programs.
METHOD: We conducted surveys (n = 13) and semi-structured interviews (n = 28) with Access Program team members, and reviewed policy and procedure documents that were publicly available or provided by the program.
RESULTS: Access Programs articulated 1-4 (mean 2.2) goals for their training component, including increasing awareness and utilization of the program, increasing PMH knowledge and clinical skills, and affecting clinic or systems change. Trainings were conducted virtually and in-person and used toolkits and innovative methods tailored for each program's setting and learners. Learners included obstetric, primary care, and mental health clinicians. In several cases, educational methods were well-aligned with training goals. Programs reported mutually reinforcing interactions between training and other Access Program components such as expert case consultation and technical assistance.
CONCLUSION: The varying training goals and approaches reported here can inform how Access Programs and other psychiatric consultation programs develop or modify their professional training. This study also provides a framework for summarizing Access Program training activities, aligning professional training activities with program goals, and conceptualizing formal training as part of a multicomponent intervention ultimately aiming to affect outcomes ranging from clinician knowledge, awareness, and skills to clinic and systems change.
METHOD: We conducted surveys (n = 13) and semi-structured interviews (n = 28) with Access Program team members, and reviewed policy and procedure documents that were publicly available or provided by the program.
RESULTS: Access Programs articulated 1-4 (mean 2.2) goals for their training component, including increasing awareness and utilization of the program, increasing PMH knowledge and clinical skills, and affecting clinic or systems change. Trainings were conducted virtually and in-person and used toolkits and innovative methods tailored for each program's setting and learners. Learners included obstetric, primary care, and mental health clinicians. In several cases, educational methods were well-aligned with training goals. Programs reported mutually reinforcing interactions between training and other Access Program components such as expert case consultation and technical assistance.
CONCLUSION: The varying training goals and approaches reported here can inform how Access Programs and other psychiatric consultation programs develop or modify their professional training. This study also provides a framework for summarizing Access Program training activities, aligning professional training activities with program goals, and conceptualizing formal training as part of a multicomponent intervention ultimately aiming to affect outcomes ranging from clinician knowledge, awareness, and skills to clinic and systems change.