Web-Based Therapist Training in Interpersonal Psychotherapy for Depression: Pilot Study.
Web-Based Therapist Training in Interpersonal Psychotherapy for Depression: Pilot Study.
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DOI：
10.2196/jmir.7966
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发表时间：
2017-07-17
影响因子：
7.4
通讯作者：
Bleiberg KL
中科院分区：
文献类型：
--
作者：
Kobak KA;Lipsitz JD;Markowitz JC;Bleiberg KL
培训精神卫生专业人员以提供循证治疗(EBT)现在是大多数学术认证机构的要求，评估这种培训的有效性是当务之急。然而，时间、资金和训练有素的EBT临床教师的短缺使这些挑战令人望而生畏。新技术可能会有所帮助。作者开发了第一个经验性评估的互联网治疗师综合培训计划，用于人际心理治疗(IPT)。这项研究的目的是检验(1)培训方案是否会增加临床医生对IPT概念和技能的了解，以及(2)临床医生是否会认为培训是可行的，以满意度和效用评级衡量。共有26名临床医生参加了培训，其中包括(1)关于IPT概念和技术的网络教程；(2)通过视频会议进行现场远程培训，受训者使用案例短片在角色扮演中练习IPT技术；以及(3)为治疗师提供的基于Web的培训后门户网站，以帮助促进IPT的实施并随着时间的推移保持遵守。学员对IPT概念和技能的了解显著提高(P<；.001)。改变的标化效应量较大：D=2.53，95%CI为2.23~2.92。用户发现这些技术功能易于使用，内容有助于帮助他们治疗抑郁的客户，并感觉应用培训部分增强了他们的专业知识。应用学习的平均评分为3.9分(从1分=很少到5分=很多)。整体满意度评分为3.5分(1分至4分为非常不满至非常满意)。结果支持这项技术在临床医生EBTS培训中的有效性和可行性，并需要进一步的实证评估。
Training mental health professionals to deliver evidence-based therapy (EBT) is now required by most academic accreditation bodies, and evaluating the effectiveness of such training is imperative. However, shortages of time, money, and trained EBT clinician teachers make these challenges daunting. New technologies may help. The authors have developed the first empirically evaluated comprehensive Internet therapist training program for interpersonal psychotherapy (IPT). The aim of this study was to examine whether (1) the training protocol would increase clinicians’ knowledge of IPT concepts and skills and (2) clinicians would deem the training feasible as measured by satisfaction and utility ratings. A total of 26 clinicians enrolled in the training, consisting of (1) a Web-based tutorial on IPT concepts and techniques; (2) live remote training via videoconference, with trainees practicing IPT techniques in a role-play using a case vignette; and (3) a Web-based portal for therapists posttraining use to help facilitate implementation of IPT and maintain adherence over time. Trainees’ knowledge of IPT concepts and skills improved significantly (P<.001). The standardized effect size for the change was large: d=2.53, 95% CI 2.23-2.92. Users found the technical features easy to use, the content useful for helping them treat depressed clients, and felt the applied training component enhanced their professional expertise. Mean rating of applied learning was 3.9 (scale range from 1=very little to 5=a great deal). Overall satisfaction rating was 3.5 (range from 1=very dissatisfied to 4=very satisfied). Results support the efficacy and feasibility of this technology in training clinicians in EBTs and warrant further empirical evaluation.
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影响因子：
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