Teaching GenerationPMTO, an evidence-based parent intervention, in a university setting using a blended learning strategy

Ana A Baumann,Marion S Forgatch,Melanie M Domenech Rodríguez,Laura A Rains,J Rubén Parra-Cardona,Elizabeth Wieling

doi:10.1186/s40814-019-0476-8

Abstract

BackgroundDespite the large number of evidence-based practices (EBPs) ready for implementation, they are the exception in usual care, especially for ethnic minority patients, who may not have access to trained health professionals. Providing EBP training as part of a graduate curriculum could help build the pipeline of professionals to provide quality care.MethodsWe conducted a before-after study to determine whether we could implement a blended learning strategy (BL; i.e., in vivo and online training) to teach an EBP in university settings. Feasibility in this pilot was operationalized as knowledge acquisition, satisfaction, fidelity, acceptability, and usability. Using GenerationPMTO as the EBP, our aim was to train graduate students enrolled in Psychology, Social Work, and Family Therapy programs in the EBP in one academic year. Two therapists from a community agency were also students in this pilot. A total of 13 students from five universities were trained in the intervention. Adaptations were made to the intervention and training strategy to optimize training fidelity. Focus groups were conducted with the students to capture their perspective about the training.ResultsStudents demonstrated significant knowledge acquisition from baseline (Mean = 61.79, SD = 11.18) to training completion (Mean = 85.27, SD = 5.08, mean difference = − 23.48, 95% CI = − 29.62, − 17.34). They also reported satisfaction with the BL format, as measured by teaching evaluations at the end of the course. Instructors received acceptable fidelity scores (range of 7–9 in a 9-point scale). Qualitative findings from focus groups showed support for acceptability and usability of BL training.ConclusionsBL training in university settings can be conducted with fidelity when provided by appropriately trained instructors. BL that integrates EBP and adaptations may be uniquely applicable for training providers in low-resource and ethnically diverse settings. The BL enhanced knowledge of GenerationPMTO was acceptable and usable to students, and was delivered with high instructor fidelity to the training model.

Highlights

Despite the large number of evidence-based practices (EBPs) ready for implementation, they are the exception in usual care, especially for ethnic minority patients, who may not have access to trained health professionals
Training in EBPs is rarely integrated within Psychology, Social Work, and Family Therapy curricula [11,12,13], despite the fact that the Institute of Medicine has identified EBP skill as a core competency for twenty-first century health professionals [14, 15] and that scholars have identified training in EBP as a scientific, ethical, and financial solution to the problem of improving the quality of care [11]
Mauchly’s test of sphericity indicated the assumption of sphericity was observed, χ2(2) = .875, p =

Summary

Introduction

Despite the large number of evidence-based practices (EBPs) ready for implementation, they are the exception in usual care, especially for ethnic minority patients, who may not have access to trained health professionals. Despite great progress in developing evidence-based practices (EBPs), the implementation of EBPs remains the exception rather than the rule in usual care settings [1, 2]; the difference in the proportion of people who need these services and those who receive them is high [1, 3]. Ample research shows that the number of providers are not appropriately trained to provide culturally competent services; appropriate access to training is needed to successfully address health disparities [5, 10]. No other area of health care would tolerate such low level of quality control [16]

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