Knowledge Exchange and Skills Training for Therapists

描述(由申请人提供)： 在研究界和以社区为基础的药物滥用治疗方案之间存在严重的沟通差距(例如，医学研究所，1998年)。显然，既需要现有数据的研究人员到临床医生的技术转移，也需要双向的知识交流，以告知和促进未来的合作和研究。虽然存在许多这种沟通鸿沟的例子，但社区对行为伴侣疗法(BCT)的利用很差，尽管有强有力的经验支持，但这是在这一领域需要更集中努力的最好例子(Fals-Stewart&Birchler，2001)。这一应用的目的是开发一种最新的、创新的技术转让和知识交流模式。该模式使用基于计算机的技术来指导和加强进行经验性干预所必需的技能的获得。具体地说，利用教学设计技术的工具和基于建构主义理论的学习方法，为临床医生提供了一个基于计算机的培训后支持中心。信息设计为易于使用和吸引人，以多媒体格式提供。由于这种支持可以在任何地方使用，因此培训不需要局限于面对面(IP)环境，而是可以通过远程学习(DL)以同样的效率进行。为了实现这一目标，将遵循Onken，Blaine和Battjes(1997)所描述的Ia和Ib阶段干预发展的关键要素。这项临床试验将分四个阶段展开，以便持续开发和完善技术转让所需的培训材料。90名志愿临床医生将参加三种不同培训后监督随访方法的随机临床试验：计算机组(CBG)、专家监督组(EG)和非干预对照组(CG)。据推测，CBG组的临床医生将比EG和CG组在BCT使用和保真度方面表现出更大的增长。通过培训后支助中心获得的知识和技能将提高学习和理解的质量。还假设，与相同随访条件下的临床医生相比，参与DL的临床医生将以与参与IP的临床医生相同的保真度和频率使用选定的BCT技能。其影响是重大的；可以向社区临床医生的广泛受众提供经验性支持的治疗，而不受传统技术转让努力中常见的限制。

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.