Sundar GnanavelPawan SharmaAntonin SebelaTeresa Gomez AlemanyJane Pei Chen ChangMauro Victor De Medeiros FilhoKwabena Kusi-MensahFransiska KaligisHidekazu KatoHuu Kim LeKana MorimotoDmytro MartsenkovskyiDarpan Kaur Mohinder SinghAditya PawarAsilay SekerNapat SittanomaiSifat E. SyedUtkarsh KarkiArpit ParmarMarcus TanNárodní ústav duševního zdraví KlecanyUniversitas IndonesiaChina Medical University Hospital TaichungSouth London and Maudsley NHS Foundation TrustNational Institute of Mental Health and Neuro SciencesDrexel UniversityMahidol UniversityAll India Institute of Medical Sciences, New DelhiUniversidade de Sao Paulo - USPBangabandhu Sheikh Mujib Medical UniversityBogomolets National Medical UniversityErciyes ÜniversitesiNagoya UniversityTees Esk and Wear Nhs Foundation TrustSatguru Mind Care CentrePatan Academy of Health SciencesBenito Menni HospitalWomen's and Children's Health NetworkKomo Anokye Teaching HospitalKyoto City Child Welfare Center2020-08-252020-08-252020-08-01BJPsych International. Vol.17, No.3 (2020), 69-7120586264205647402-s2.0-85089138842https://repository.li.mahidol.ac.th/handle/20.500.14594/58050Copyright © The Authors 2020. This article is a summary of perspectives on training curricula from child and adolescent psychiatry trainees globally. We aimed to identify the relative strengths, weaknesses and gaps in learning needs from a trainee's perspective. The 20 early-career child psychiatrists who contributed are from 16 countries and represent all the five continents. We could identify some global challenges as well as local/regional challenges that need to be addressed to develop competent child psychiatrists.Mahidol UniversityMedicineReviewSCOPUS10.1192/bji.2020.8