A Blended Learning Course on the Diagnostics of Mental Disorders: Multicenter Cluster Randomized Noninferiority Trial.

Autor:	Bonnin G; Mental Health Research and Treatment Center (FBZ), Faculty of Psychology, Ruhr University Bochum, Bochum, Germany.; German Center for Mental Health (DZPG), Bochum-Marburg, Germany., Kröber S; Mental Health Research and Treatment Center (FBZ), Faculty of Psychology, Ruhr University Bochum, Bochum, Germany.; German Center for Mental Health (DZPG), Bochum-Marburg, Germany., Schneider S; Mental Health Research and Treatment Center (FBZ), Faculty of Psychology, Ruhr University Bochum, Bochum, Germany.; German Center for Mental Health (DZPG), Bochum-Marburg, Germany., Margraf J; Mental Health Research and Treatment Center (FBZ), Faculty of Psychology, Ruhr University Bochum, Bochum, Germany.; German Center for Mental Health (DZPG), Bochum-Marburg, Germany., Pflug V; Mental Health Research and Treatment Center (FBZ), Faculty of Psychology, Ruhr University Bochum, Bochum, Germany.; German Center for Mental Health (DZPG), Bochum-Marburg, Germany., Gerlach AL; Clinical Psychology and Psychotherapy, Department of Psychology, University of Cologne, Cologne, Germany., Slotta T; Clinical Psychology and Psychotherapy, Department of Psychology, University of Cologne, Cologne, Germany., Christiansen H; German Center for Mental Health (DZPG), Bochum-Marburg, Germany.; Clinical Child and Adolescent Psychology, Department of Psychology, Philipps University Marburg, Marburg, Germany., Albrecht B; German Center for Mental Health (DZPG), Bochum-Marburg, Germany.; Clinical Child and Adolescent Psychology, Department of Psychology, Philipps University Marburg, Marburg, Germany., Chavanon ML; German Center for Mental Health (DZPG), Bochum-Marburg, Germany.; Clinical Child and Adolescent Psychology, Department of Psychology, Philipps University Marburg, Marburg, Germany., Hirschfeld G; Faculty of Business, University of Applied Sciences Bielefeld, Bielefeld, Germany., In-Albon T; Clinical Child and Adolescent Psychology and Psychotherapy, Department of Psychology, University of Mannheim, Mannheim, Germany., Thielsch MT; Work and Environmental Psychology, Department of Psychology, University of Wuppertal, Wuppertal, Germany., von Brachel R; Mental Health Research and Treatment Center (FBZ), Faculty of Psychology, Ruhr University Bochum, Bochum, Germany.; German Center for Mental Health (DZPG), Bochum-Marburg, Germany.
Jazyk:	angličtina
Zdroj:	Journal of medical Internet research [J Med Internet Res] 2024 Nov 27; Vol. 26, pp. e54176. Date of Electronic Publication: 2024 Nov 27.
DOI:	10.2196/54176
Abstrakt:	Background: Clinical diagnoses determine if and how therapists treat their patients. As misdiagnoses can have severe adverse effects, disseminating evidence-based diagnostic skills into clinical practice is highly important. Objective: This study aimed to develop and evaluate a blended learning course in a multicenter cluster randomized controlled trial. Methods: Undergraduate psychology students (N=350) enrolled in 18 university courses at 3 universities. The courses were randomly assigned to blended learning or traditional synchronous teaching. The primary outcome was the participants' performances in a clinical diagnostic interview after the courses. The secondary outcomes were diagnostic knowledge and participants' reactions to the courses. All outcomes were analyzed on the individual participant level using noninferiority testing. Results: Compared with the synchronous course (74.6% pass rate), participation in the blended learning course (89% pass rate) increased the likelihood of successfully passing the behavioral test (odds ratio 2.77, 95% CI 1.55-5.13), indicating not only noninferiority but superiority of the blended learning course. Furthermore, superiority of the blended learning over the synchronous course could be found regarding diagnostic knowledge (β=.13, 95% CI 0.01-0.26), course clarity (β=.40, 95% CI 0.27-0.53), course structure (β=.18, 95% CI 0.04-0.32), and informativeness (β=.19, 95% CI 0.06-0.32). Conclusions: Blended learning can help to improve the diagnostic skills and knowledge of (future) clinicians and thus make an important contribution to improving mental health care. Trial Registration: ClinicalTrials.gov NCT05294094; https://clinicaltrials.gov/study/NCT05294094. (©Gabriel Bonnin, Svea Kröber, Silvia Schneider, Jürgen Margraf, Verena Pflug, Alexander L Gerlach, Timo Slotta, Hanna Christiansen, Björn Albrecht, Mira-Lynn Chavanon, Gerrit Hirschfeld, Tina In-Albon, Meinald T Thielsch, Ruth von Brachel. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 27.11.2024.)
Databáze:	MEDLINE
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