Kullberg Marie-Louise J, Mouthaan Joanne, Schoorl Maartje, de Beurs Derek, Kenter Robin Maria Francisca, Kerkhof Ad Jfm
Department of Clinical Psychology, Leiden University, Leiden, Netherlands.
Netherlands Institute for Health Services Research, Utrecht, Netherlands.
JMIR Ment Health. 2020 Jan 22;7(1):e14623. doi: 10.2196/14623.
Despite increasing evidence of the effectiveness of digital learning solutions in higher vocational education, including the training of allied health professionals, the impact of Web-based training on the development of practical skills in psychiatry and psychology, in general, and in suicide prevention, specifically, remains largely understudied.
This study aimed to determine the effectiveness of an electronic learning (e-learning) module on the adherence to suicide prevention guidelines, knowledge of practical skills, and provider's confidence to have a conversation about suicidal behavior with undergraduate psychology students.
The e-learning module, comprising video recordings of therapist-patient interactions, was designed with the aim of transferring knowledge about suicide prevention guideline recommendations. The program's effects on guideline adherence, self-evaluated knowledge, and provider's confidence were assessed using online questionnaires before the program (baseline and at 1 month [T1] and 3 months after baseline). The eligible third- and fourth-year undergraduate psychology students were randomly allocated to the e-learning (n=211) or to a waitlist control condition (n=187), with access to the intervention after T1.
Overall, the students evaluated e-learning in a fairly positive manner. The intention-to-treat analysis showed that the students in the intervention condition (n=211) reported higher levels of self-evaluated knowledge, provider's confidence, and guideline adherence than those in the waitlist control condition (n=187) after receiving the e-learning module (all P values<.001). When comparing the scores at the 1- and 3-month follow-up, after both groups had received access to the e-learning module, the completers-only analysis showed that the levels of knowledge, guideline adherence, and confidence remained constant (all P values>.05) within the intervention group, whereas a significant improvement was observed in the waitlist control group (all P values<.05).
An e-learning intervention on suicide prevention could be an effective first step toward improved knowledge of clinical skills. The learning outcomes of a stand-alone module were found to be similar to those of a training that combined e-learning with a face-to-face training, with the advantages of flexibility and low costs.
尽管越来越多的证据表明数字学习解决方案在高等职业教育中具有有效性，包括对卫生专业人员的培训，但基于网络的培训对精神病学和心理学实践技能发展的影响，尤其是对自杀预防方面的影响，总体上仍未得到充分研究。
本研究旨在确定一个电子学习（e-learning）模块对遵守自杀预防指南、实践技能知识以及提供者与本科心理学学生谈论自杀行为的信心的有效性。
该电子学习模块包括治疗师与患者互动的视频记录，旨在传授有关自杀预防指南建议的知识。在课程开始前（基线、基线后1个月[T1]和基线后3个月）使用在线问卷评估该课程对指南遵守情况、自我评估知识以及提供者信心的影响。符合条件的本科三、四年级心理学学生被随机分配到电子学习组（n = 211）或候补控制组（n = 187），在T1之后可获得干预。
总体而言，学生对电子学习的评价较为积极。意向性分析表明，接受电子学习模块后，干预组（n = 211）的学生在自我评估知识、提供者信心和指南遵守方面的水平高于候补控制组（n = 187）（所有P值<0.001）。在比较1个月和3个月随访时的得分时，在两组都获得电子学习模块后，仅完成者分析表明，干预组内知识、指南遵守和信心水平保持不变（所有P值>0.05），而候补控制组则有显著改善（所有P值<0.05）。
自杀预防的电子学习干预可能是提高临床技能知识的有效第一步。发现一个独立模块的学习成果与将电子学习与面对面培训相结合的培训相似，具有灵活性和低成本的优势。
