Wellbeing Course Research Articles

The Effectiveness of a MOOC as a Form of Professional Learning: An Examination of an Adolescent Learner Social and Emotional Well-Being Course

Massive Open Online Courses (MOOCs) provide borderless opportunities to engage with content and ideas, with prospective participants from around the globe being able to easily register. The course featured in this study focused on the social and emotional well-being of adolescents, selected because of a recognized need for professional learning related to this topic. It was purposely designed for delivery as a MOOC and was designed as a 6h program around four topics to be completed over two weeks in asynchronous mode. It was delivered seven times from 2019 to 2023, with 32,969 individuals enrolled across these deliveries. The effectiveness of engaging in the course for professional learning purposes is of particular interest to this study. To that end, a convergent mixed methods study was conducted. First, quantitative and qualitative survey data collected at various course stages were examined to reveal the demographic characteristics of participants and their experiences in the course using data from surveys and comments about their experiences. The findings revealed, among other factors, that 65% were female, with just under half (47%) aged 45 years or less, nearly half (44%) held a bachelor’s degree as their highest level of qualification, and 48% were employed within the teaching and education sector. The most active learners were from Europe (48%) and Asia (27%), with active learners from a total of 178 countries. The course has a high course retention index, with 51% of learners completing 51% of the course and 8383 learners completing 90% or more of the course. The qualitative findings reveal the strongly positive experiences reported by the active participants. Secondly, we examined the effectiveness of the MOOC for participants’ professional learning needs by assessing the course using a framework with ten domains related to its core design features, modified for use by the course designers as a self-reflective tool. We found that the domains that scored the lowest were collaboration, interactivity, and, to a lesser extent, pedagogy. The study’s limitations include the incomplete data provided as part of the MOOC protocols, and the use of a self-reflection tool, which may inadvertently incorporate bias. This study points to these gaps in the data, including the need to access longitudinal data that go beyond a focus on the design of courses to extend to the impact and outcomes of the experience.

Effects of Study-Integrated Well-Being Course Intervention for Different Burnout and Engagement Profiles of University Students

As the increase in university students’ mental health problems poses significant challenges to education, new research-based ways to support students’ well-being in higher education are urgently needed. Acceptance and Commitment Therapy (ACT) has been shown to be effective in enhancing different aspects of well-being in a variety of contexts. Although study burnout has been shown to have detrimental impacts on students’ well-being and studying, not much is known about the person-oriented features of burnout risk in relation to ACT-based intervention outcomes. The aim of this study was to compare the effects of an online ACT-based course on different aspects of university students’ well-being and study ability in latent groups of students that had different levels of study burnout and engagement at the beginning of the intervention. The results of latent profile analysis (LPA) showed that students (N=352) represented four profiles at the beginning of the course: indifferent (37.8%), engaged (29%), engaged-inefficacious (13.6%), and burned-out (19.6%). The results of mixed ANOVA with repeated measures showed that psychological flexibility, well-being, study engagement and organised studying increased, and study burnout risk decreased in the whole sample of course-participating students. The changes in students’ exhaustion, well-being, psychological flexibility, and organised studying did not differ between the four burnout and engagement profiles. The profiles differed in the changes of cynicism, inadequacy and engagement. The results of this study provide new knowledge of the person-oriented features of study burnout and indicate that ACT-based course interventions can be effective in enhancing different profiles representing university students’ well-being.

The Feasibility and Impact of an Asynchronous Interprofessional Well-Being Course on Burnout in Health Care Professionals.

Well-being initiatives are essential components in fostering an engaged workforce and creating an effective health care ecosystem. Health care professional (HCP) burnout is widespread and has worsened since the COVID-19 pandemic. In 2014, with Health Resources and Services Administration funding support, the Andrew Weil Center for Integrative Medicine created an online course for HCP well-being. It was subsequently studied in medical residents and revised in 2020. In this study, we explore the impact of the course across larger systems, as well as the long-term impact on HCPs. The Health Care Professional Well-Being course is 4.5 hours of interactive online education that explores personal well-being, promoters and detractors of well-being, and systemic factors that influence the overall impact of well-being in health care systems. Participants were recruited through institutional members of the Academic Consortium for Integrative Medicine and Health and were randomized to either active or waitlist control groups. Assessments were taken pre-course, 1-month post-course, and 6-months post-course in the areas of burnout, compassion, resiliency, and lifestyle behaviors. Burnout measures of depersonalization and emotional exhaustion showed a significant improvement amongst active participants, sustained for 6 months after the course. However, no significant improvement in either the resiliency or the compassion measurements was noted for the active group. Initially, the active group showed improvement in personal accomplishment; however, both groups showed a decline overall. Most noteworthy, a large number of active participants demonstrated adoption of new health-promoting behavior; 95% incorporated at least 1 new lifestyle behavior learned from the course. This study of a brief, asynchronous, online well-being course with interprofessional HCPs, demonstrates that the course is associated with improvement in individual burnout measures and can educate HCPs about healthy behaviors and a framework for professional engagement.

Explaining the changes in procrastination in an ACT-based course - psychological flexibility and time and effort management as mediators.

The aim of our study is to explore the relationship between procrastination, time management skills and psychological flexibility and the changes in them during an Acceptance and Commitment therapy (ACT)-based course that included time management training. We also explored the effects of time management skills and psychological flexibility on procrastination. The study used an experimental design in an ACT-based well-being course that included time management training. The participants were 109 students taking the course and 27 waiting list students. Analyses were conducted with Pearson correlation, mixed ANOVA and causal mediation analysis. Our results show that time management skills, psychological flexibility and procrastination were related to each other, and all changed during the course. In addition, change in both time management and psychological flexibility had an impact on the change in procrastination during the course. The results show that both time management and psychological flexibility influence the change in procrastination during an ACT-based course.

Design of a Computer Technology-Based Teaching System for College Students Mental Health Course

The hypothetical discussion describes the design of a personal computer innovation-based display structure tailored specifically for subordinates enrolled in an educational well-being course. Using a sophisticated approach, this structure intends to raise understudy devotion, urge dynamic studying, and enhance profitability. The displaying framework promotes reflective thinking, resolute thinking, and the acquisition of practical qualities associated with psychological wellness through the use of intuitive multimedia, competitive elements, and tailored input. This innovative displaying structure allows students to grow a more substantial grasp of mental health concerns while growing their personal psychic flourishing in a consistent and enticing teaching environment through the integration of cutting-edge technology with informative content. Modern instructional tactics stay frequently grounded in scheduled exam-based schooling besides infrequently actually caring about the root cause of pupils' questions, although flipping psychological training methods have emerged in some sectors. The primary goal of this concept is to combine digital intelligence with flipping laboratory brain studies. This essay focuses on the characteristics of fraudulent learning as well as the symbolic significance of flipping their house. What exactly are the advantages of the smart display stage over traditional learning? The following piece chooses crucial 1, the classroom, important 2, the school, main 3, the group, and key 4, from our institution's undergraduates. The A1 and B1 groups guide an academic year of artificial intellect, along with the concept of inverted classrooms for neuroscience. Bundles A2 and B2 depict the under study in accordance with normal training. According to the study data, the size of gatherings A1 and B1 increased respectively. Gatherings A1 and B1 had higher midterm and final normal scores respectively, than assemblages A2 and B2, and their scores have increased by a rate. The influence of artificial intelligence and flipping residence mind study on mental health in education programs may additionally energize subordinates' benefit and forward the advancement of understudy's display throughout autonomous education.

Promoting teachers' wellbeing through a serious game intervention: a qualitative exploration of teachers' experiences.

Teachers' wellbeing plays a critical role in their overall job satisfaction, motivation, and effectiveness in building supporting learning environments. In today's dynamic educational settings, where teachers often face numerous challenges and stressors, their wellbeing becomes increasingly vital. Consequently, there is an urgent need to innovate and develop targeted training interventions that can support specifically the wellbeing of educators. This study sought to provide an overview of the "Online Wellbeing Course - OWC," a serious game developed to enhance teachers' wellbeing, and to investigate the participants' feedback after being engaged in the OWC, utilizing a qualitative approach through focus group discussions. A total of 189 in-service teachers took part in the study. To qualitatively explore their experiences with the OWC, participants were involved in focus groups and asked to provide feedback about how and to what extent the course was beneficial for their wellbeing. Teachers reported enhancements in areas such as emotional competence, self-care strategies, social awareness, relationship skills, decision-making, and school climate. These outcomes suggested the potential of serious games as an innovative training approach for supporting teachers' wellbeing, offering valuable insights for researchers, policymakers, and educators.

A Mixed-Methods Cohort Study Evaluating the Impact of a One-Day Well-Being Course for Anesthesia Providers Working in Low-Resource Settings.

Burnout, depression, and anxiety are increasingly recognized as common among health care providers. Risks for these conditions are exacerbated in low-resource settings by excessive workload, high disease burden, resource shortage, and stigma against mental health issues. Based on discussions and requests to learn more about burnout during the Vital Anaesthesia Simulation Training (VAST), our team developed VAST Wellbeing, a 1-day course for health care providers in low-resource settings to recognize and mitigate burnout and to promote personal and professional well-being. This mixed-methods study used quantitative pre- and postcourse surveys using validated mental health measures and qualitative semistructured interviews to explore participants' experience of VAST Wellbeing during and after the course. Quantitative outcomes included burnout and professional fulfillment as measured by the Professional Fulfillment Index and general well-being as measured by the Warwick-Edinburgh Mental Wellbeing Scale. Twenty-six participants from 9 countries completed the study. In the immediate postcourse survey, study participants rated the course overall as "very good" (60.7%) and "excellent" (28.6%). Quantitative analysis showed no statistical differences in levels of work exhaustion, interpersonal disengagement, burnout, professional fulfillment, or general mental well-being 2 months after the course. Five themes on the impact of VAST Wellbeing were identified during qualitative analysis: (1) raising awareness, breaking taboos; (2) not feeling alone; (3) permission and capacity for personal well-being; (4) workplace empowerment; and (5) VAST Wellbeing was relevant, authentic, and needed. Causes of burnout are complex and multidimensional. VAST Wellbeing did not change measures of burnout and fulfillment 2 months postcourse but did have a meaningful impact by raising awareness, reducing stigma, fostering connection, providing skills to prioritize personal well-being, and empowering people to seek workplace change.

Web-Based Mindfulness Meditation as an Adjunct to Internet-Delivered Cognitive Behavioral Therapy for Public Safety Personnel: Mixed Methods Feasibility Evaluation Study.

Public safety personnel (PSP) are individuals who work to ensure the safety and security of communities (eg, correctional workers, firefighters, paramedics, and police officers). PSP have a high risk of developing mental disorders and face unique barriers to traditional mental health treatments. The PSP Wellbeing Course is a transdiagnostic, internet-delivered cognitive behavioral therapy (iCBT) course tailored to assist PSP with symptoms of depression, anxiety, and posttraumatic stress disorder (PTSD). The initial course outcomes are promising, but some clients report some challenges with learning skills and recommend adding additional resources. Mindfulness meditations, which help people to experience the world and their reactions to the world in open and nonjudgmental ways, may complement the existing PSP Wellbeing Course. This study aims to examine the feasibility of mindfulness meditations in iCBT tailored for PSP. Information was gathered to evaluate engagement and client experiences with mindfulness meditations, symptom change, and the relationship between mindfulness meditation use and symptom change. A mixed methods study was conducted on PSP enrolled in the PSP Wellbeing Course who were offered 5 mindfulness meditations during the program (ie, 1/lesson). Clients completed questionnaires on depression, anxiety, PTSD, anger, insomnia, resilience, and mindfulness at pretreatment and at 8 weeks; an 8-week treatment satisfaction questionnaire; and brief weekly measures of mindfulness meditation engagement. We used paired sample t tests (2-tailed) to assess changes in outcomes over time and partial correlations to assess whether mindfulness meditation use predicted outcomes at posttreatment. A total of 12 clients were interviewed about their perceptions of the mindfulness meditations, and interviews were analyzed using directed content analysis. Among the 40 clients enrolled, 27 (68%) reported using the mindfulness meditations, practicing for an average of 4.8 (SD 8.1) minutes each week. Most interviewees described the mindfulness meditations as beneficial but also reported challenges, such as discomfort while sitting with their feelings. Clients provided suggestions for better integration of mindfulness into iCBT. Overall, clients who completed the PSP Wellbeing Course with mindfulness meditations experienced statistically significant improvements in symptoms of anxiety (P=.001), depression (P=.001), PTSD (P=.001), and anger (P=.001) but not insomnia (P=.02). Clients also experienced improvements in resilience (P=.01) and mindfulness (P=.001). Self-reported time spent meditating was not associated with changes in symptoms over time. This study provides new insight into the integration of mindfulness meditations with iCBT for PSP. It demonstrates the partial feasibility of adding mindfulness meditations to iCBT, revealing that some, but not all, PSP engaged with the meditations and reported benefits. PSP reported using the mindfulness meditations inconsistently and described challenges with the meditations. Improvements can be made to better integrate mindfulness meditation into iCBT, including offering mindfulness meditation as an optional resource, providing more psychoeducation on managing challenges, and offering shorter meditations.

Pharmacist Support launches workplace wellbeing course for pharmacy leaders

Pharmacist Support launches workplace wellbeing course for pharmacy leaders

A Wellbeing Course to Improve Aging with Serious Mental Illness: Feasibility and Acceptability Within a Psychosocial Clubhouse

A Wellbeing Course to Improve Aging with Serious Mental Illness: Feasibility and Acceptability Within a Psychosocial Clubhouse

Assessing a Happiness and Wellbeing Course in the United Arab Emirates: It is What They Want, but is it What They Need?

Courses that target wellbeing have grown in higher education. Positive Psychology Interventions (PPIs), the empirically validated activities designed to generate wellbeing, form the bulk of these courses. Their effectiveness has been documented across global meta-analyses; but less so in the Middle East/North Africa region and in classroom settings. Given the stigma of mental health, we developed and evaluated a happiness and wellbeing course to determine whether it could yield greater wellbeing in the United Arab Emirates. A semester-long happiness and wellbeing course (i.e., positive psychology) offering weekly PPIs was evaluated against pre- and post measures of subjective wellbeing, positive and negative emotion, a fear of happiness, locus of control, individualism and collectivism, somatic symptoms and stress. Only a statistically significant decrease in participant’s fear of happiness was recorded; no other impact was evident. PPIs, while normally effective, may be less so in raising wellbeing in a classroom setting where academic pressures may conflict with necessary insight and growth. Alternatively, it may be that these interventions are less effective in non-Western contexts where happiness and wellbeing are not considered urgent or essential goals, and where distress and wellbeing may co-exist more comfortably. Thus, despite such courses being of great interest in popular discourse and regularly used to support government agendas and institutional initiatives, they may not always be impactful routes to building the wellbeing of young people in higher education. More critical assessment of their outcomes and further study into how they can be better adapted for regional audiences is the way forward.

Exploring the transforming nature of a mindfulness course

ABSTRACT Increasing pressure and demands on students in higher education to perform and succeed has contributed to unprecedented levels of student stress, leading to poor academic performance and mental health. Universities are positioned to take proactive measures by creating environments that support student learning and minimise anxiety, such as incorporating mindfulness concepts. Previous research on mindfulness practice shows potential to benefit healthy people in the general population, yet few studies consider the environment in structured student experiences of learning mindfulness in higher education. In this qualitative research study, we explored the learning experiences of 58 students enrolled in a university mindfulness and well-being course, as to what factors they felt contributed most to their learning experience. Using thematic data analysis (Clarke & Braun, 2016) from weekly student responses to 3–5 qualitative questions, we generated themes from students’ course experiences that determined the establishment of a conducive learning environment. These experiential themes fit together as an archetype, a model we titled ‘Mindful University-Student Learning Community’ containing three sequential categories: 1) creating a safe learning environment; 2) transitional state; and 3) a community of mindful individuals. Our findings indicate that universities can implement mindful teaching practices that help to foster a conducive learning environment, supporting students’ psychological well-being and successful engagement with academic materials.

The Relationship between Self-Esteem and Academic Motivation among Postgraduate Nursing Students: A Cross-Sectional Study

Introduction: Among different variables affecting students' performance, academic motivation is one of the most vital factors. This study was carried out to investigate the relationship between self-esteem and academic motivation in postgraduate nursing students.Method: A total of 220 postgraduate nursing students were selected from 10 nursing schools in a cross-sectional study using multistage randomized sampling with replacement in 2014-2015. The Rosenberg Self-esteem Questionnaire and the Academic Motivation Scale of Vallerand were the data collection tools. A hierarchical regression model was used in seven blocks for evaluating the demographic, educational, familial, social, and spiritual well-being course characteristics.Results: According to the results, postgraduate students in nursing had low self-esteem (13.968) and moderate academic motivation (128.318). The correlation between self-esteem and academic motivation was 0.313 with a t-statistic of 4.874 at a significant positive level (p <0.001). The spiritual well-being course (P <0.0001) (as an educational variable) had a significant impact on academic motivation with an average increase in self-esteem.Conclusion: Self-esteem should be considered as a criterion for screening applicants for master's degrees given the sensitivity of nursing postgraduate students' personal and occupational performance. Since the spiritual well-being course affects self-esteem, introducing cultural patterns and interventions in this field can be associated with increasing students ’self-esteem.

Teaching well-being at scale: An intervention study.

Courses that teach evidence-based interventions to enhance well-being are a public health tool that could be used to improve mental health in the population. We compared the well-being of six cohorts of adult students before and after they completed one of two massive open online courses: The Science of Well-Being (N = 581; 441; 1,228) and a control course, Introduction to Psychology (N = 677; 480; 1,480). Baseline well-being levels were equivalent across all six samples. Students in both courses increased in their well-being from baseline to follow-up in all three samples (p < .001); however, at follow-up, students in The Science of Well-Being course had higher subjective well-being than the control course (sample 1: r = .18, d = .37, p < .001; sample 2: r = .21, d = .43, p < .001; sample 3: r = .19, d = .38, p < .001). Overall, across three samples, we found that students who completed either of these online psychology courses increased in their well-being––but that students in The Science of Well-Being course showed greater improvement. These findings suggest that large free online courses that teach evidence-based approaches to well-being could positively impact mental health at large scales.

Understanding procrastination: A case of a\xa0study skills course

Procrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connected to procrastination as they have been commonly addressed separately in previous studies. The data were collected from 135 students who participated in a voluntary time management and well-being course in autumn 2019. The results showed that students’ ability to organize their time and effort has the strongest association with procrastination out of the variables included in the study. Psychological flexibility also has a strong individual role in explaining procrastination along with time and effort management skills. Surprisingly, academic self-efficacy did not have a direct association with procrastination. Interestingly, our findings further suggest that time and effort management and psychological flexibility are closely related and appear to go hand in hand and, thus, both need to be considered when the aim is to reduce procrastination. The implications of the findings are further discussed.

Well-being in Residency: Impact of an Online Physician Well-being Course on Resiliency and Burnout in Incoming Residents.

Wellness in residency has come to the forefront of national graduate medical education initiatives. Exponential growth in knowledge and skill development occurs under immense pressures, with physical, mental, and emotional stressors putting residents at burnout risk. The Accreditation Council for Graduate Medical Education requires programs to attend to resident wellness, providing the structure, environment, and resources to address burnout. This study's purpose was to evaluate the Andrew Weil Center for Integrative Medicine online Physician Well-being Course (PWC) with incoming postgraduate year-1 (PGY-1) residents in multiple residencies across a single health care system. The PWC teaches the learner strategies for building resilience, managing stress, identifying signs of burnout, and mindfulness practices including a self-selected daily 10-minute resiliency activity (meditation, gratitude journaling, and finding meaning journaling) for 14 days. Incoming PGY-1 residents were enrolled in PWC 1 month prior to 2018 orientation. Validated measures of resiliency, burnout and gratitude were completed pre- and postcourse. We assessed pre/postcourse changes with paired t tests. We asked participants whether they incorporated any wellness behavior changes postcourse. Almost two-thirds of the incoming trainees completed the course (n=53/87, 61%). We found significant improvements (P&lt;.05) for resiliency and burnout (emotional exhaustion, depersonalization). Gratitude did not change. The personal accomplishment burnout scale declined. The most frequently reported wellness behaviors were in the area of sleep, exercise, and diet. Resiliency, emotional exhaustion, and depersonalization improved, personal accomplishment declined, while gratitude remained the same. This project demonstrates an accessible and scalable approach to teaching well-being to incoming residents.

Efficacy of internet-delivered cognitive behavioural therapy following an acute coronary event: A randomized controlled trial

Depression and anxiety are common among people who have experienced an acute coronary event (e.g., heart attack). Multidisciplinary cardiac rehabilitation programs often focus on reducing risk factors associated with future cardiac events, however, mental health interventions are not routinely available. Given known difficulties with access to mental health treatment, the present study sought to explore the efficacy and acceptability of an Internet-delivered cognitive behavioural therapy program (Cardiac Wellbeing Course) among participants who experienced an acute coronary event. The five-lesson course was delivered over eight weeks and was provided with brief weekly contact, via telephone and secure email with a guide. Participants were randomized to the Cardiac Wellbeing Course (n = 25) or waiting-list control group (n = 28). Symptoms were assessed at pre-treatment, post-treatment, and four-week follow-up. Completion rates (84%) and satisfaction ratings (95%) were high. Statistically significant between-group improvements were observed for the treatment group on primary measures of general anxiety (Cohen's d = 1.62; 67% reduction), depression (Cohen's d = 1.09; 61% reduction), and physical activity levels (Cohen's d = 0.27; 70% increase). Statistically significant improvements were also observed on secondary measures of distress (Cohen's d = 0.98; 51% reduction), cardiac anxiety (Cohen's d = 0.92; 34% reduction), and mental-health quality of life (Cohen's d = 0.23; 24% improvement). The changes were maintained at four-week follow-up. The current findings add to the existing literature and highlight the potential of Internet-delivered cognitive behavioural therapy programs among participants who have experienced an acute coronary event.

Physicians' Views on a Wellbeing Course Gifted to Them: A Qualitative Study.

Given concerns about staff burnout and distress, the Chief of the Department of Medicine sponsored the Physician Wellbeing program making it cost-free for doctors at a large academic medical setting. Ninety doctors registered within the 1-year pilot project time frame. Following a Mind-Body Medicine online and Mindful Medical Practice workshop a qualitative study was conducted to identify physicians' views about the initiative. Physicians who agreed to take part following the workshops were the participants in the study. Focus groups and individual interviews were conducted following 4 workshops. Participants (N = 15) were queried about helpful and unhelpful aspects of the program. Thematic framework analysis was employed for data analysis. Four themes regarding participants' views on the well-being course were identified. These were: 1) online curriculum (from engaging to disengaging); 2) intimate sharing amongst physicians in the workshop; 3) reflecting on and practicing wellness; and 4) a valuable "gift" from the Department of Medicine. Workshops were highly valued as they provided an opportunity to practice what was learned online as well as engage in fruitful exchanges amongst colleagues. Physicians supported the integration of wellness programs into medical settings where stress is an inherent aspect of the work environment. They were grateful for the "gift" of being valued and supported by the administration.

The Application of Optimal Defaults to Physical Education Courses in College Students: A Simulation Study

Purpose: The purpose of this study was to examine if automatic enrollment in exercise-promoting courses on a college campus, with a choice to opt out, would increase enrollment.Method: In a simulated course selection paradigm, 317 college students were randomly assigned to one of three conditions: optimal default (automatic enrollment in an active physical education well-being course with the choice to opt out to a sedentary alternative), suboptimal default (automatic enrollment in a sedentary well-being course with the option to select an alternative active physical education courses), or free choice. Data were analyzed using logistic regression.Results: Participants in the optimal default condition were significantly more likely to enroll in an active physical education well-being course compared with those in the suboptimal-default and free-choice conditions.Discussion/Conclusions: Setting optimal physical education course defaults in the college environment can promote student health by increasing the likelihood of enrolling in exercise-promoting courses.

Facilitating access to iCBT: a randomized controlled trial assessing a translated version of an empirically validated program using a minimally monitored delivery model.

Despite its established efficacy, access to internet-delivered CBT (iCBT) remains limited in a number of countries. Translating existing programs and using a minimally monitored model of delivery may facilitate its dissemination across countries. This randomized control trial aims to evaluate the efficacy of an iCBT transdiagnostic program translated from English to French and offered in Canada using a minimally monitored delivery model for the treatment of anxiety and depression. Sixty-three French speakers recruited in Canada were randomized to iCBT or a waiting-list. A French translation of an established program, the Wellbeing Course, was offered over 8 weeks using a minimally monitored delivery model. Primary outcome measures were the Generalized Anxiety Disorder-7 (GAD-7) and the Patient Health Questionnaire-9 (PHQ-9), which were obtained pre-treatment, post-treatment and at 3-month follow-up. Mixed-effects models revealed that participants in the treatment group had significantly lower PHQ-9 and GAD-7 scores post-treatment than controls with small between-groups effect sizes (d = 0.34 and 0.37, respectively). Within-group effect sizes on primary outcome measures were larger in the treatment than control group. Clinical recovery rates on the PHQ-9 and GAD-7 were significantly higher among the treatment group (40 and 56%, respectively) than the controls (13 and 16%, respectively). The provision of a translated iCBT program using a minimally monitored delivery model may improve patients' access to treatment of anxiety and depression across countries. This may be an optimal first step in improving access to iCBT before sufficient resources can be secured to implement a wider range of iCBT services.