Shafer Michael S, Rhode Robert, Chong Jenny
University of Arizona, School of Public Administration and Policy, Applied Behavioral Health Policy Division, 721 N. Fourth Avenue, Tucson, AZ, USA.
J Subst Abuse Treat. 2004 Mar;26(2):141-8. doi: 10.1016/S0740-5472(03)00167-3.
This study evaluated the effectiveness of distance education for training behavioral health professionals. Five live video workshops that covered key elements of Motivational Interviewing (MI) were delivered. The programs occurred a month apart, each 3 hours long. The programs used compressed video, transmitting the video signal through telephone lines. The audience was staff at substance abuse treatment organizations throughout the state of Arizona. Participants completed assessments regarding their training experiences, knowledge and self-efficacy in MI, and their satisfaction with the training, prior to, during, and subsequent to the workshops. Participation in the five workshops varied; the first workshop had the largest attendance of 351, the fourth the lowest of 92; 145 participants attended all five workshops. Participants expressed moderate levels of satisfaction with most aspects of the training, although some expressed frustration with interrupted audio or video signals during the programs. The handouts and videotaped examples of MI were identified as the more helpful aspects of the training. Participants reported statistically significant improvements in their self-perceived knowledge and skills. They demonstrated a statistically significant but clinically insignificant increase in knowledge. A small group of participants provided audiotapes of actual counseling sessions. These participants demonstrated minimal improvement in skills across the study that were not statistically significant. These results are discussed in terms of their implications for future research in the use of distance education as a technology transfer tool in the addiction treatment profession.
本研究评估了远程教育对行为健康专业人员培训的有效性。开展了五个涵盖动机性访谈（MI）关键要素的现场视频工作坊。这些项目每隔一个月进行一次，每次时长3小时。项目使用压缩视频，通过电话线传输视频信号。受众是亚利桑那州各地药物滥用治疗机构的工作人员。参与者在工作坊之前、期间和之后完成了关于他们的培训经历、对动机性访谈的知识和自我效能感以及对培训满意度的评估。参加五个工作坊的人数各不相同；第一个工作坊的出席人数最多，为351人，第四个最少，为92人；145名参与者参加了所有五个工作坊。参与者对培训的大多数方面表示中等程度的满意，尽管有些人对项目期间音频或视频信号中断表示不满。动机性访谈的讲义和录像示例被认为是培训中更有帮助 的方面。参与者报告称，他们自我感知的知识和技能有统计学上的显著提高。他们的知识有统计学上的显著但临床上不显著的增加。一小部分参与者提供了实际咨询 session 的录音带。在整个研究过程中，这些参与者的技能有最小程度的提高，但在统计学上不显著。将根据这些结果对未来在成瘾治疗行业中使用远程教育作为技术转移工具的研究的影响进行讨论。
