Zeitschrift für Depression und Angst
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Collaborative Role Education in Post Graduate Psychiatric Training: A Narrative Review

Fahad D. Alosaimi

Objective: To review the literature and trusted scientific websites on studies about Collaborative role education and its application in postgraduate psychiatric training.

Methods: Medline literature and scientific websites were searched. The data selected were those discussing collaboration care efficacy, collaborative role competency and the application of adult education theory principles through Interprofessional education (IPE). The results reported are those obtained using appropriate techniques and published in reputable journals or on trusted scientific websites. Information relevant to mental health and postgraduate psychiatric training was selected for inclusion.

Results: Collaborative role is one of the seven core roles (CanMEDS) that define essential physician competencies. Collaborative care and IPE were efficacious in improving cost efficiency, patient safety, health professionals’ satisfaction and patient outcomes in different populations. According to a 2005 survey, the majority of mental health professionals in Canada support but do not presently offer formal pre-licensure, post-licensure, or continuing IPE involving collaborative mental health care.

Conclusion: Despite some challenges, IPE is a very worthy way to build collaborative role competency in postgraduate psychiatry trainees.