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

Area of Science:

• Health Professions Education
• Clinical Psychology
• Social Work

Background:

• Evidence-based practices (EBPs) are underutilized in routine care, particularly for ethnic minority patients.
• A gap exists in training healthcare professionals to deliver quality, evidence-based care.
• Integrating EBP training into graduate curricula can address this gap.

Purpose of the Study:

• To evaluate the feasibility of a blended learning (BL) strategy for teaching an EBP to graduate students.
• To assess knowledge acquisition, satisfaction, fidelity, acceptability, and usability of the BL training.

Main Methods:

• A before-after study design was employed to implement BL training in university settings.
• GenerationPMTO was used as the EBP, training 13 graduate students across five universities.
• Feasibility was measured through knowledge tests, satisfaction surveys, fidelity ratings, and focus groups.

Main Results:

• Students showed significant knowledge gains in GenerationPMTO from baseline to post-training.
• Student satisfaction with the BL format was high, as indicated by course evaluations.
• Instructor fidelity was rated acceptably high, and qualitative data supported training acceptability and usability.

Conclusions:

• Blended learning is a feasible and effective method for delivering EBP training in academic settings.
• BL training, with appropriate adaptations, can be successfully implemented in diverse and low-resource environments.
• The BL approach enhanced GenerationPMTO knowledge, was well-received by students, and maintained high instructor fidelity.