TY - JOUR
AU - P. S. Jensen
AU - C. A. Galanter
AU - M. Wolraich
AU - R. E. K. Stein
AU - M. L. Crismon
A1 - 
AB - OBJECTIVE: This study aimed to evaluate a theory-based measurement tool to assess primary care clinicians' (PCCs') knowledge, self-efficacy, and behavioral intentions across key pediatric mental health conditions. The authors used this tool to examine the impact of a comprehensive continuing medical education (CME) program. METHODS: The Patient-Centered Mental Health in Pediatric Primary Care (PPP) "mini-fellowship" included a 3-day interactive workshop and 12 follow-up coaching calls. PCCs (N=898) completed a 68-item assessment at baseline, postworkshop, and 6-month follow-up. Principal-components analysis identified 10 stable domains aligned with clinical priorities, distinguishing primary care-common disorders (PC-CDs; attention-deficit hyperactivity disorder, depression, anxiety, and suicidality) from specialty-level disorders (S-LDs; bipolar disorder, severe aggression, conduct disorders, etc.). All domains showed strong internal consistency (α≥0.77). Mixed-effects regression models examined change over time and predictors of behavioral intentions. RESULTS: Significant improvements in knowledge, self-efficacy, and behavioral intentions were observed postworkshop, with sustained gains at the 6-month follow-up for PC-CDs. Improvements in knowledge of and comfort with S-LDs predicted stronger behavioral intentions across both common and specialty conditions. No baseline differences were observed between those who completed the 6-month follow-up (N=416) and those who did not. PCCs who completed training after the onset of the COVID-19 pandemic had slightly larger and more persistent improvements. CONCLUSIONS: This CME model produced durable improvements in PCCs' readiness to deliver pediatric mental health care. The accompanying theory-informed measurement tool reliably captured these changes and may offer a practical, domain-specific framework for evaluating multidisorder pediatric mental health training initiatives in primary care.
AD - REACH Institute, New York.; Department of Psychiatry, University of Arkansas for Medical Sciences, Little Rock.; Department of Psychiatry, Stony Brook University, Stony Brook, NY.; Department of Pediatrics, University of Oklahoma College of Medicine, Oklahoma City.; Albert Einstein College of Medicine and Children's Hospital at Montefiore, New York.; College of Pharmacy, University of Texas at Austin, Austin.
AN - 41922949
BT - Psychiatr Serv
C5 - Measures; Healthcare Disparities
CP - 6
DA - 06/2026
DO - 10.1176/appi.ps.20250509
DP - NLM
ET - 20260402
IS - 6
JF - Psychiatr Serv
LA - eng
N2 - OBJECTIVE: This study aimed to evaluate a theory-based measurement tool to assess primary care clinicians' (PCCs') knowledge, self-efficacy, and behavioral intentions across key pediatric mental health conditions. The authors used this tool to examine the impact of a comprehensive continuing medical education (CME) program. METHODS: The Patient-Centered Mental Health in Pediatric Primary Care (PPP) "mini-fellowship" included a 3-day interactive workshop and 12 follow-up coaching calls. PCCs (N=898) completed a 68-item assessment at baseline, postworkshop, and 6-month follow-up. Principal-components analysis identified 10 stable domains aligned with clinical priorities, distinguishing primary care-common disorders (PC-CDs; attention-deficit hyperactivity disorder, depression, anxiety, and suicidality) from specialty-level disorders (S-LDs; bipolar disorder, severe aggression, conduct disorders, etc.). All domains showed strong internal consistency (α≥0.77). Mixed-effects regression models examined change over time and predictors of behavioral intentions. RESULTS: Significant improvements in knowledge, self-efficacy, and behavioral intentions were observed postworkshop, with sustained gains at the 6-month follow-up for PC-CDs. Improvements in knowledge of and comfort with S-LDs predicted stronger behavioral intentions across both common and specialty conditions. No baseline differences were observed between those who completed the 6-month follow-up (N=416) and those who did not. PCCs who completed training after the onset of the COVID-19 pandemic had slightly larger and more persistent improvements. CONCLUSIONS: This CME model produced durable improvements in PCCs' readiness to deliver pediatric mental health care. The accompanying theory-informed measurement tool reliably captured these changes and may offer a practical, domain-specific framework for evaluating multidisorder pediatric mental health training initiatives in primary care.
PY - 2026
SN - 1075-2730
SP - 558
EP - 567+
ST - Pediatric Mental Health Practice Change: A Scalable Model for Training and Evaluation
T1 - Pediatric Mental Health Practice Change: A Scalable Model for Training and Evaluation
T2 - Psychiatr Serv
TI - Pediatric Mental Health Practice Change: A Scalable Model for Training and Evaluation
U1 - Measures; Healthcare Disparities
U3 - 10.1176/appi.ps.20250509
VL - 77
VO - 1075-2730
Y1 - 2026
ER -