A novel whole-team training programme for adult eating disorder services in England: rationale, development and preliminary evaluation
Aims and method In response to recommendations for improving the quality and coordination of care delivered by eating disorder services, a whole-team training programme was commissioned by Health Education England in 2020. This paper describes the development and evaluation of the Eating Disorder Se...
| Main Authors: | , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Cambridge University Press
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| Series: | BJPsych Bulletin |
| Subjects: | |
| Online Access: | https://www.cambridge.org/core/product/identifier/S2056469424000202/type/journal_article |
| _version_ | 1797208492160843776 |
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| author | Kat Novogrudsky Tom Gray Emily Mitchell Chris Attoe Nikola Kern Jess Griffiths Lucy Serpell Janet Treasure Ulrike Schmidt |
| author_facet | Kat Novogrudsky Tom Gray Emily Mitchell Chris Attoe Nikola Kern Jess Griffiths Lucy Serpell Janet Treasure Ulrike Schmidt |
| author_sort | Kat Novogrudsky |
| collection | DOAJ |
| description | Aims and method
In response to recommendations for improving the quality and coordination of care delivered by eating disorder services, a whole-team training programme was commissioned by Health Education England in 2020. This paper describes the development and evaluation of the Eating Disorder Services for Adults (EDSA) whole-team training course, delivered to National Health Service adult eating disorder community teams in England. Course participants (n = 561) in the first two EDSA training cohorts (2021 and 2022) were asked to complete questionnaires at intake and after each session, asking about their views on the training.
Results
All course aspects were rated as highly enjoyable, meeting participants’ training needs and fostering reflective practice. Thematic analysis identified themes relating to key innovative features of the course and suggestions for improvements.
Clinical implications
Preliminary evaluation suggests that EDSA is valued by clinicians to enhance their knowledge, skills and ability to improve eating disorder patient care.
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| first_indexed | 2024-04-24T09:39:40Z |
| format | Article |
| id | doaj.art-43241279b7c84ad1b3349706d50242cf |
| institution | Directory Open Access Journal |
| issn | 2056-4694 2056-4708 |
| language | English |
| last_indexed | 2024-04-24T09:39:40Z |
| publisher | Cambridge University Press |
| record_format | Article |
| series | BJPsych Bulletin |
| spelling | doaj.art-43241279b7c84ad1b3349706d50242cf2024-04-15T07:35:54ZengCambridge University PressBJPsych Bulletin2056-46942056-47081910.1192/bjb.2024.20A novel whole-team training programme for adult eating disorder services in England: rationale, development and preliminary evaluationKat Novogrudsky0https://orcid.org/0000-0003-3482-6727Tom Gray1Emily Mitchell2Chris Attoe3Nikola Kern4Jess Griffiths5Lucy Serpell6Janet Treasure7Ulrike Schmidt8King's College London, UKSouth London and Maudsley NHS Foundation Trust, London, UKSouth London and Maudsley NHS Foundation Trust, London, UKSouth London and Maudsley NHS Foundation Trust, London, UKSouth London and Maudsley NHS Foundation Trust, London, UKSouth London and Maudsley NHS Foundation Trust, London, UKUniversity College London, UKKing's College London, UK South London and Maudsley NHS Foundation Trust, London, UKKing's College London, UK South London and Maudsley NHS Foundation Trust, London, UKAims and method In response to recommendations for improving the quality and coordination of care delivered by eating disorder services, a whole-team training programme was commissioned by Health Education England in 2020. This paper describes the development and evaluation of the Eating Disorder Services for Adults (EDSA) whole-team training course, delivered to National Health Service adult eating disorder community teams in England. Course participants (n = 561) in the first two EDSA training cohorts (2021 and 2022) were asked to complete questionnaires at intake and after each session, asking about their views on the training. Results All course aspects were rated as highly enjoyable, meeting participants’ training needs and fostering reflective practice. Thematic analysis identified themes relating to key innovative features of the course and suggestions for improvements. Clinical implications Preliminary evaluation suggests that EDSA is valued by clinicians to enhance their knowledge, skills and ability to improve eating disorder patient care. https://www.cambridge.org/core/product/identifier/S2056469424000202/type/journal_articlePostgraduate medical educationfoundation doctorscurriculumcompetencypsychiatric placement |
| spellingShingle | Kat Novogrudsky Tom Gray Emily Mitchell Chris Attoe Nikola Kern Jess Griffiths Lucy Serpell Janet Treasure Ulrike Schmidt A novel whole-team training programme for adult eating disorder services in England: rationale, development and preliminary evaluation BJPsych Bulletin Postgraduate medical education foundation doctors curriculum competency psychiatric placement |
| title | A novel whole-team training programme for adult eating disorder services in England: rationale, development and preliminary evaluation |
| title_full | A novel whole-team training programme for adult eating disorder services in England: rationale, development and preliminary evaluation |
| title_fullStr | A novel whole-team training programme for adult eating disorder services in England: rationale, development and preliminary evaluation |
| title_full_unstemmed | A novel whole-team training programme for adult eating disorder services in England: rationale, development and preliminary evaluation |
| title_short | A novel whole-team training programme for adult eating disorder services in England: rationale, development and preliminary evaluation |
| title_sort | novel whole team training programme for adult eating disorder services in england rationale development and preliminary evaluation |
| topic | Postgraduate medical education foundation doctors curriculum competency psychiatric placement |
| url | https://www.cambridge.org/core/product/identifier/S2056469424000202/type/journal_article |
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