Internationalised Online Learning Program in the Psychiatry of Intellectual Disability M Couch, J Torr, L Webster, R Parker

Globally Serious mental health problems in people with intellectual disability present a bigger problem than schizophrenia in terms of prevalence, individual suffering, cost to the community and burden on carers

Less than 10% of people with intellectual disability and mental health problems receive help from clinicians who have been trained to understand the specific nature of these problems and their management.

Aim To improve the mental health care of people with intellectual disabilities internationally

Specialist services and training in the UK Limited services and training opportunities elsewhere in the world Psychiatrists in Australia don’t feel confident in providing psychiatric assessment and care Limited training opportunities elsewhere in the world

Global problem Small numbers of interested clinicians Great geographic differences Major service, cultural, economic differences

Application for SIF Grant Collaboration Internationalisation Online technologies Articulation with other courses Cognisant of professional regulatory requirements

Method Collaborative development and delivery of an internationalised, online, learning program in the psychiatry of intellectual disability for psychiatrists other medical practitioners and senior mental health clinicians

Partners Institute of Psychiatry King’s College London Nick Bouras Geraldine Holt Stephen Higgins Faculty of Law Educational Development and Flexible Learning, Monash University Len Webster Department of General Practice University of Melbourne Rhian Parker Centre for Developmental Disability Health Victoria, A Joint Initiative of Monash University and the University of Melbourne Jennifer Torr Murray Couch The Centre for Developmental Psychiatry and Psychology, Monash University Bruce Tonge Avril Brereton Kylie Gray

Commentators Professor Anna Cooper Scotland Dr Sylvia Huissman Netherlands Dr Greg Young New Zealand Dr Jenny Curran Australia Dr Jean Graham Australia Dr Maria Leonard Australia

Primary Learning Objective It is expected that students will gain the fundamental knowledge and skills to be able to conduct psychiatric assessments of people with intellectual disability and to develop and implement a management plan within their own cultural and service contexts.

An internationalised approach … An orientation which recognises and takes account of comparative local, national and regional differences and similarities in understandings and approaches to the practice of the psychiatry of intellectual disability

An internationalised approach … Internationalisation and the psychiatry of intellectual disability – Broad cultural contexts Approaches of psychiatry –Psychiatry in muticultural settings –Cross-cultural studies –Transcultural psychiatry

An internationalised approach … Internationalisation and intellectual disability– Little or no literature on links between internationalisation, globalisation and intellectual disability Beginnings of international (WHO, IASSID) and regional (e.g. Nordic) policy initiatives

An internationalised approach … Internationalisation and graduate attributes – Demonstration of: –Awareness and sensitivity to cultural diversity –Understanding of a range of international perspectives –Evidence of an ability to work with and in a range of different cultures

An internationalised approach … Internationalisation and curriculum – Internationalisation incorporated at every level of the design and delivery of the curriculum; and in the assessment tasks and student evaluation Curriculum appropriate to contextual environment of each student Curriculum not out of a singular cultural base Recognition of, and engagement with, global plurality of sources of knowledge

An internationalised approach … Internationalisation and pedagogy – Architecture of pedagogy, three reference points: 1.knowledge of the psychiatry of intellectual disability 2.the social, cultural, political and policy and service delivery context in which the student is set, and 3.the new knowledge generated out of the interaction of 1) and 2)

Modules –Terminology and Approach –Psychopathology and Classification of Mental Disorders –Models of Mental Health and Illness –Communication and Assessment –Formulation –Management in Social and Cultural Contexts –Individual Management –Services as a Context for Management –Consolidation

Why InterLearn? Personal experience of being a student using InterLearn Flow Structure Able to convince partners who are not IT savvy

Why InterLearn? From delivery environment to development tool Contributors and commentators