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Knowledge Exchange and Skills Training for Therapists

治疗师知识交流和技能培训

基本信息

批准号：
7483204
负责人：
CHRISTOPHER G BARRICK
金额：
$ 36.82万
依托单位：
STATE UNIVERSITY OF NEW YORK AT BUFFALO
依托单位国家：
美国
项目类别：
财政年份：
2005
资助国家：
美国
起止时间：
2005-08-10 至 2010-06-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7483204
关键词：
Academia Address Area Behavior Therapy Behavioral Clinical Clinical Trials Cognitive Therapy Collaborations Communication Communities Computers Condition Consultations Control Groups Couples Therapy Data Development Distance Learning Educational Background Educational workshop Effectiveness Elements Ensure Evidence based treatment Feedback Frequencies Future Goals Health Personnel Housing Information Dissemination Institute of Medicine (U.S.)Intervention Knowledge Lead Learning Life Manuals Methods Modeling Modification Multimedia Numbers Patients Persons Phase Pilot Projects Principal Investigator Process Professional counselor Publications Purpose Randomized Clinical Trials Range Recruitment Activity Research Research Personnel Running Science Series Services Staging Standards of Weights and Measures Substance abuse problem Supervision System Techniques Technology Technology Transfer Testing Therapeutic Studies Training Training Support addiction base compare effectiveness cost design desire experience follow-up improved innovation knowledge base novel strategies programs research in practice research to practice skill acquisition skills skills training sound theories therapy design therapy development tool treatment program volunteer

项目摘要

DESCRIPTION (provided by applicant): A serious communication gap exists between the research community and community-based substance abuse treatment programs (e.g., Institute of Medicine, 1998). There is clearly a need for both researcher-to-clinician technology transfer of existing data and two-way knowledge exchange to inform and promote future collaboration and research. While many examples of this communication gap exist, poor community utilization of Behavioral Couples Therapy (BCT), despite strong empirical support, is a prime example of the necessity for more concentrated efforts in this area (Fals-Stewart & Birchler, 2001). The purpose of this application is to develop a state-of-the-science, innovative model of technology transfer and knowledge exchange. The model employs computer-based technologies to both instruct and reinforce the acquisition of skills necessary to conduct empirically supported interventions. Specifically, using the tools of Instructional Design Technology and a constructivist theory-based approach to learning, a computer-based Post-Training Support Center for clinicians is offered. Designed to be easy to use and engaging, information is delivered in a multimedia format. As this support can be used anywhere, the training need not be limited to in-person (IP) settings, but can take place, with equal efficacy, through distance learning (DL). To accomplish this goal, key elements of Stage la and Ib intervention development, as described by Onken, Blaine, and Battjes (1997), will be followed. This clinical trial will unfold in a series of four phases that allow for ongoing development and refinement of the training materials necessary for technology transfer. It is proposed that 90 volunteer clinicians will take part in randomized clinical trials of three different methods of post-training supervision follow-up: a computer-based group (CBG), an expert supervision group (EG), and a no-intervention control group (CG). It is hypothesized that clinicians in the CBG group will demonstrate a greater increase in BCT use and fidelity than the EG and the CG conditions. The knowledge and skills acquired through the Post-Training Support Center will lead to a better quality of learning and understanding. It also is hypothesized that clinicians who participate in DL will use select BCT skills with fidelity and frequency equal to that of clinicians participating in IP, as compared to clinicians in the same follow-up condition. The implications are significant; empirically supported treatments could be made available to reach broad audiences of community-based clinicians, without limitations common in traditional technology transfer efforts.

描述（由申请人提供）：研究界和基于社区的药物滥用治疗计划之间存在严重的沟通差距（例如，医学研究所，1998年）。显然，研究人员与临床医生之间需要进行现有数据的技术转让和双向知识交流，以促进未来的合作和研究。虽然存在这种沟通差距的许多例子，但社区对行为伴侣疗法的利用率很低，尽管有强有力的经验支持，这是一个最好的例子，说明有必要在这一领域作出更集中的努力（Fals-Stewart & Birchler，2001）。该应用程序的目的是开发一个国家的科学，技术转让和知识交流的创新模式。该模式采用基于计算机的技术来指导和加强获得进行经验支持的干预措施所需的技能。具体而言，使用的工具，教学设计技术和建构主义理论为基础的学习方法，一个基于计算机的培训后支持中心的临床医生提供。信息以多媒体格式提供，易于使用，引人入胜。由于这种支持可以在任何地方使用，因此培训不必局限于面对面（IP）环境，而是可以通过远程学习（DL）进行，具有同等效力。为了实现这一目标，将遵循Onken、Blaine和Battjes（1997）所描述的阶段la和Ib干预开发的关键要素。这项临床试验将分四个阶段进行，以便持续开发和完善技术转让所需的培训材料。建议90名志愿临床医生将参加三种不同的培训后监督随访方法的随机临床试验：基于计算机的组（CBG），专家监督组（EG）和无干预对照组（CG）。假设CBG组的临床医生将证明BCT的使用和保真度比EG和CG条件有更大的增加。通过培训后支持中心获得的知识和技能将导致更好的学习和理解质量。还假设参与DL的临床医生将使用选定的BCT技能，与相同随访条件下的临床医生相比，其保真度和频率与参与IP的临床医生相同。影响是重大的;可以向广大社区临床医生提供有经验支持的治疗方法，而不受传统技术转让努力中常见的限制。