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Using distance technologies to facilitate a learning collaborative to implement stagewise treatment.

Nancy H Covell¹, Forrest P Foster¹, Paul J Margolies¹

¹Dr. Covell, Mr. Foster, Dr. Margolies, Mr. Lopez, and Dr. Dixon are with the New York State Psychiatric Institute, New York City (e-mail: covelln@nyspi.columbia.edu). Dr. Covell, Dr. Margolies, and Dr. Dixon are also with the Department of Psychiatry, Columbia University Medical Center, New York City. Preliminary data were presented at the Global Implementation Conference, Washington, D.C., August 19-21, 2013.

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Summary

Online learning collaboratives effectively improved staff knowledge and documentation of stagewise treatment for co-occurring disorders. Programs showed significant performance gains and favored this distance learning approach.

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Area of Science:

Healthcare education
Clinical psychology
Addiction treatment

Background:

Implementing stagewise treatment for co-occurring disorders presents challenges.
Effective training and support are crucial for successful program implementation.

Purpose of the Study:

To evaluate an online learning collaborative for implementing stagewise treatment.
To assess changes in staff knowledge and treatment appropriateness.

Main Methods:

Eleven programs participated in monthly online meetings for one year.
Staff developed implementation plans and collected performance data.
Statistical analyses examined changes in performance indicators over time.

Main Results:

Significant improvements were observed in staff performance indicators.
Staff generally rated the distance learning collaborative favorably.
Knowledge of integrated treatment and documentation of treatment stage improved.

Conclusions:

Online learning collaboratives are effective for implementing and sustaining treatment changes.
These collaboratives facilitate peer learning and program improvement.
Distance learning models can enhance the delivery of care for co-occurring disorders.