Impact of a continuing medical education program on primary care providers - an analysis of a child psychiatry education program in Saskatchewan
Bibliographic record
Abstract
BACKGROUND: Treating children and youth with mental health problems in the primary care setting is challenging for many reasons. One barrier to care is a lack of physician knowledge of child psychiatry. Saskatchewan has implemented a 6-month course developed by the non-profit REACH Institute and adapted to Canada (CanREACH), focused on teaching and implementing evidence-based child psychiatric diagnostic and treatment methods into primary care. Our study focused on determining this program's impact on primary care providers (PCPs) and patients. METHODS: To determine the impact of CanREACH, we assessed the knowledge and skills gained by PCPs and determined whether these were retained over time. To evaluate systemic impact, we examined if the pre-training and post-training referrals to an outpatient child psychiatry clinic were impacted for PCPs who had taken the course. RESULTS: PCPs developed significant skills and comfort in assessing, diagnosing and treating various mental illnesses and retained this knowledge over time. PCPs who had taken the course had a significant reduction in referrals (0.9 per PCP) made to child psychiatry, as compared to those who had not taken the course (1.3 per PCP) (p < 0.05). This long-term retention of skills provides reassurance about the effectiveness of the CanREACH program. CONCLUSIONS: Education improved the capacity of primary care providers to manage child and adolescent psychiatry cases, reducing the need to refer children to psychiatry subspecialists. This ultimately improved access to outpatient child psychiatry care for Saskatchewan residents.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".