An experimental test of increasing implementation support for college peer educators delivering an evidence-based...

Area of Science:

• Psychology
• Public Health
• Intervention Science

Background:

• College students face high risks for eating disorders, impacting well-being and functioning.
• Barriers hinder the implementation of evidence-based eating disorder interventions in college settings.
• Peer educators offer a scalable approach to delivering mental health programs on campus.

Purpose of the Study:

• To evaluate the effectiveness and implementation quality of the Body Project, a peer-delivered eating disorder prevention program.
• To compare three levels of implementation support: training-only, training plus technical assistance, and training plus technical assistance and quality assurance.
• To assess the impact of these support levels on program outcomes and implementation fidelity.

Main Methods:

• 63 colleges were randomized into three groups: training-only (TTT), TTT + technical assistance (TA), or TTT + TA + quality assurance (QA).
• Peer educators delivered the Body Project to undergraduate students (N = 1,387).
• Implementation quality and participant outcomes were assessed across conditions.

Main Results:

• No significant differences in attendance, adherence, competence, or reach were observed across conditions.
• Adding technical assistance and quality assurance to the training was associated with significantly greater reductions in eating disorder risk factors and symptoms.
• Trends suggested potential benefits for adherence and competence with added support.

Conclusions:

• The Body Project is effectively implemented in colleges via peer educators using a train-the-trainer model.
• Enhanced support, including technical assistance and quality assurance, significantly improves participant outcomes.
• The findings support the scalability and effectiveness of the Body Project with appropriate implementation support.