Feasibility, usability, and acceptability of the asynchronous trauma-focused CARE training program for healthcare...

BACKGROUND: The long-term effects of adverse childhood experiences, including various forms of abuse, neglect, and trauma, are well-documented but often inadequately addressed in healthcare settings. Healthcare providers frequently lack the training necessary to provide trauma-focused, evidence-based interventions. To address this gap, we developed the ‘Community Access to Resourced & Resilient PsychoEducation’ (CARE) training program, a scalable, asynchronous, virtual learning platform designed to equip healthcare providers with the skills and knowledge to facilitate an 8-week trauma-focused psychoeducational group intervention for adults with a history of childhood interpersonal trauma. METHODS: In this cross-sectional study, we evaluated the feasibility, usability, and acceptability of the CARE training program among 62 healthcare providers from six organizations across Ontario. Pre- and post-training questionnaires were used to assess these domains using a combination of Likert-scale items and open-ended questions. RESULTS: Sixty-two healthcare providers from six Ontario organizations enrolled in the CARE training program; 42% had worked in the healthcare field for 11 or more years, and nearly all (96.8%) had prior experience with e-learning. 73% completed at least half of the modules and 65% completed ≥ 90%. Most participants reported completing all eight modules within 5–10 h. Among the 34 providers who completed the post-training survey, 97% agreed that the time required was well matched to the knowledge gained, and 97% reported that the multimedia format enhanced their learning experience. Almost all respondents described the modules as clear, practical, and easy to navigate, and most said they would recommend the training to colleagues. The most commonly reported barrier was finding time to complete the modules, while content on emotion regulation and trauma-related interpersonal patterns was highlighted as particularly useful. CONCLUSIONS: Our findings underscore the feasibility, usability, and acceptability of a virtual, asynchronous trauma-focused psychoeducational training program for healthcare providers. The CARE program’s multimedia, self-paced format was well received and offers a scalable approach to trauma-focused training across diverse healthcare settings. Future phases of this study will evaluate training-related knowledge and confidence and examine effectiveness and implementation outcomes.