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Adapting the Project ECHO Model for Providers Treating Trauma-Related Problems: Evaluation and Lessons Learned.

Kristen P Lindgren1, Emily R Dworkin1, Sophia Robinson1

  • 1Trauma Recovery and Resilience Innovations, Department of Psychiatry and Behavioral Sciences (Lindgren, Dworkin, Robinson, Reeves, Bedard-Gilligan), and Department of Psychiatry and Behavioral Sciences (Hendrickson), University of Washington, Seattle; Harborview Abuse and Trauma Center, Seattle (Merchant, Ranna-Stewart); Veterans Integrated Service Network 20, Northwest Mental Illness, Research, Education, and Clinical Center, U.S. Department of Veterans Affairs (VA) Puget Sound Health Care System, Seattle (Hendrickson).

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Summary

Mental health providers in underserved areas need better trauma treatment support. A virtual learning community adapted Project ECHO (Extension for Community Healthcare Outcomes) to connect providers with specialists, showing demand and satisfaction but mixed practice impacts.

Keywords:
Community mental health servicesContinuing educationPosttraumatic stress disorderProject ECHO modelTelehealthTrauma

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Area of Science:

  • Mental Health
  • Trauma Recovery
  • Healthcare Education

Background:

  • Effective, culturally mindful trauma treatment is lacking, especially in underresourced communities.
  • Healthcare providers in these areas require enhanced support and training for trauma-related mental health issues.

Purpose of the Study:

  • To evaluate provider demand for trauma-specific training.
  • To assess the feasibility, acceptability, and initial impacts of a virtual learning community on provider practice and well-being.

Main Methods:

  • Adapted Project ECHO (Extension for Community Healthcare Outcomes) model.
  • Created a virtual learning community connecting Washington State mental health providers with trauma recovery specialists.
  • Collected data on provider demand, engagement, satisfaction, and practice/well-being impacts.

Main Results:

  • High provider demand for and engagement in the virtual learning community were observed.
  • Participating providers reported high satisfaction with the program.
  • Initial impacts on providers' practice and well-being were mixed, suggesting areas for improvement.

Conclusions:

  • Virtual learning communities show promise for supporting mental health providers in delivering trauma-informed care.
  • Further adaptations may be needed to maximize the impact of such programs on clinical practice and provider well-being.
  • Addressing gaps in trauma treatment requires innovative educational models tailored to underserved communities.