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. 2022 Feb 9;12:768206. doi: 10.3389/fpsyt.2021.768206

Table 4.

Recommendations for improved training to transition care.

• Specific transition training modules on transition and related issues in postgraduate training curricula should be designed
• In collaboration with international bodies (e.g., UEMS, European Federation of Psychiatry Trainees) and service users
• In particular with young people of transition age, or with experience of moving from CAMHS to AMHS, to ensure that these modules cover all issues relevant to young people requiring transitional care (e.g., key role of the family, neurodevelopmental disorders, adolescent psychopathology or pharmacotherapy).
• Transition-focused continuing medical education and scientific communication should be developed.
• Theoretical and practical training content with input of both AP and CAP should be designed (i.e., joint faculty working groups), aiming at a common developmental approach (16, 42), particularly required for neurodevelopmental disorders like Attention-Deficit Hyperactivity Disorder (43) or Autism Spectrum Disorder (44).
• Training modules on transition and adolescent development should be attended jointly by AP and CAP trainees.
• Implementation studies should be facilitated in order to assess the translation from theory into practice.
• Transition training should be extended to professionals in somatic health care, as transition also takes place between CAMHS or AMHS and somatic services. For example, the young people with autism have to deal with sleep disorders, epilepsy, gastrointestinal problems, respiratory, food and skin allergies that require specialized somatic care in addition to mental health care (45).