Protocol for a statewide randomized controlled trial to compare three training models for implementing an evidence-based treatment

Autor: David J. Kolko, Ashley T. Scudder, Stanley J. Mrozowski, Mark Chaffin, Shelley A Hiegel, Satish Iyengar, Amy D. Herschell, Sarah Taber-Thomas, Kristen F. Schaffner
Jazyk: angličtina
Rok vydání: 2015
Předmět:
Research design
Program evaluation
Male
Evidence-based practice
Inservice Training
Parent–child interaction therapy
Health Informatics
Health informatics
Health administration
Distance education
Education
Distance
Study Protocol
Medicine
Humans
Cooperative Behavior
Parent-Child Relations
Child
Therapist training
Medicine(all)
Medical education
Cascading model
Evidence-Based Medicine
business.industry
Health Policy
Public Health
Environmental and Occupational Health
Health services research
General Medicine
Evidence-based medicine
Pennsylvania
Learning collaborative
Attention Deficit and Disruptive Behavior Disorders
Research Design
Implementation
Child
Preschool
Costs and Cost Analysis
Parent–Child Interaction Therapy
Train-the-trainer
Family Therapy
Female
Clinical Competence
business
Evidence-based treatment
Program Evaluation
Zdroj: Implementation Science : IS
ISSN: 1748-5908
Popis: Background Evidence-based treatments (EBTs) are available for treating childhood behavioral health challenges. Despite EBTs’ potential to help children and families, they have primarily remained in university settings. Little empirical evidence exists regarding how specific, commonly used training and quality control models are effective in changing practice, achieving full implementation, and supporting positive client outcomes. Methods/design This study (NIMH RO1 MH095750; ClinicalTrials.gov Identifier: NCT02543359), which is currently in progress, will evaluate the effectiveness of three training models (Learning Collaborative (LC), Cascading Model (CM), and Distance Education (DE)) to implement a well-established EBT , Parent-Child Interaction Therapy, in real-world, community settings. The three models differ in their costs, skill training, quality control methods, and capacity to address broader implementation challenges. The project is guided by three specific aims: (1) to build knowledge about training outcomes, (2) to build knowledge about implementation outcomes, and (3) to test the differential impact of training clinicians using LC, CM, and DE models on key client outcomes. Fifty (50) licensed psychiatric clinics across Pennsylvania were randomized to one of the three training conditions: (1) LC, (2) CM, or (3) DE. The impact of training on practice skills (clinician level) and implementation/sustainment outcomes (clinic level) are being evaluated at four timepoints coinciding with the training schedule: baseline, 6 (mid), 12 (post), and 24 months (1 year follow-up). Immediately after training begins, parent–child dyads (client level) are recruited from the caseloads of participating clinicians. Client outcomes are being assessed at four timepoints (pre-treatment, 1, 6, and 12 months after the pre-treatment). Discussion This proposal builds on an ongoing initiative to implement an EBT statewide. A team of diverse stakeholders including state policy makers, payers, consumers, service providers, and academics from different, but complementary areas (e.g., public health, social work, psychiatry), has been assembled to guide the research plan by incorporating input from multidimensional perspective. Trial registration ClinicalTrials.gov: NCT02543359
Databáze: OpenAIRE
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