McMillen J Curtis, Hawley Kristin M, Proctor Enola K
School of Social Service Administration, University of Chicago, 969 E. 60th, Chicago, IL, 60660, USA.
Department of Psychological Sciences, University of Missouri, 210 McAlester Hall, Columbia, MO, 65211-2500, USA.
Adm Policy Ment Health. 2016 Jul;43(4):592-603. doi: 10.1007/s10488-015-0645-x.
Comprehensive scalable clinician training is needed to increase the impact of evidence-supported psychotherapies. This study was designed to ascertain clinician participation in different low-cost training activities, what predicts their training participation, and how participation can be increased. The study enrolled 163 clinicians. Of these, 105 completed a follow-up survey and 20 completed a more in-depth qualitative interview. Some activities (web training) attracted greater participation than others (e.g., discussion boards, role playing). Key findings include the desirability of self-paced learning and the flexibility it afforded practicing clinicians. However, some found the lack of accountability insurmountable. Many desired in-person training as a way to introduce accountability and motivation. While low-cost, relevant, self-paced learning appeals to practicing clinicians, it may need to be combined with opportunities for in-person training and accountability mechanisms in order to encourage large numbers of clinicians to complete training.
需要全面且可扩展的临床医生培训，以增强循证心理治疗的影响力。本研究旨在确定临床医生参与不同低成本培训活动的情况、预测其参与培训的因素以及如何提高参与度。该研究招募了163名临床医生。其中，105人完成了随访调查，20人完成了更深入的定性访谈。一些活动（网络培训）比其他活动（如讨论板、角色扮演）吸引了更多的参与者。主要发现包括自主学习的可取性及其为执业临床医生提供的灵活性。然而，一些人发现缺乏问责制是无法克服的。许多人希望进行面对面培训，以此引入问责制和动力。虽然低成本、相关且自主的学习对执业临床医生有吸引力，但可能需要将其与面对面培训机会和问责机制相结合，以鼓励大量临床医生完成培训。
