Reavley Nicola J, Morgan Amy J, Fischer Julie-Anne, Kitchener Betty A, Bovopoulos Nataly, Jorm Anthony F
Centre for Mental Health, Melbourne School of Population and Global Health, 207 Bouverie Street, University of Melbourne, Victoria 3010, Australia.
Mental Health First Aid Australia, 369 Royal Parade, Parkville, VIC 3052, Australia.
Internet Interv. 2021 Jul 22;25:100434. doi: 10.1016/j.invent.2021.100434. eCollection 2021 Sep.
Evidence relating to long-term outcomes of online education programs is largely lacking and head-to-head comparisons of different delivery formats are very rare. The aims of the study were to test whether eLearning Mental Health First Aid (MHFA) or blended training (eLearning plus face-to-face course delivery), implemented in an Australian public sector workplace, were more effective than a control intervention at 1-year and 2-year follow-up, and whether blended MHFA training was more effective than eLearning alone.
Australian public servants ( = 608 at baseline) were randomly assigned to complete an eLearning MHFA course, a blended MHFA course or Red Cross eLearning Provide First Aid (PFA) (the control) and completed online questionnaires pre- and post-training and one and two years later ( = 289, = 272, = 243 at post, 1- and 2-year follow-up respectively). The questionnaires were based on vignettes describing a person with depression or post-traumatic stress disorder (PTSD). Primary outcomes were mental health first aid knowledge, desire for social distance and quality of support provided to a person in the workplace. Secondary outcomes were recognition of mental health problems, beliefs about treatment, helping intentions and confidence, personal stigma, quality of support provided to a person outside the workplace, self-reported professional help seeking and psychological distress.
At 1-year follow-up, both eLearning and blended courses produced greater improvements than PFA training in knowledge, confidence and intentions to help a person with depression or PTSD, beliefs about dangerousness and desire for social distance. At 2-year follow-up, some of these improvements were maintained, particularly those relating to knowledge and intentions to help someone with PTSD. When eLearning and blended courses were compared at 1-year follow-up, the blended course led to greater improvements in knowledge and in confidence and intentions to help a person with depression. At 2-year follow-up, improvements in the quality of help provided to a person with a mental health problem outside the workplace were greater in participants in the blended course.
Both blended and eLearning MHFA courses led to significant longer-term improvements in knowledge, attitudes and intentions to help a person with a mental health problem. Blended MHFA training led to an improvement in the quality of helping behaviours and appears to be more effective than online training alone.Trial registrationACTRN12614000623695 registered on 13/06/2014 (prospectively registered).Trial registry record url: https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=366410&isReview=true.
关于在线教育项目长期效果的证据大多缺失，不同授课形式的直接比较也极为罕见。本研究旨在检验在澳大利亚公共部门工作场所实施的电子学习心理健康急救（MHFA）或混合式培训（电子学习加面对面课程授课）在1年和2年随访时是否比对照干预更有效，以及混合式MHFA培训是否比单纯电子学习更有效。
澳大利亚公务员（基线时n = 608）被随机分配完成电子学习MHFA课程、混合式MHFA课程或红十字会电子学习急救课程（对照），并在培训前、培训后以及1年和2年后完成在线问卷（培训后、1年和2年随访时分别为n = 289、n = 272、n = 243）。问卷基于描述患有抑郁症或创伤后应激障碍（PTSD）患者的 vignettes。主要结局是心理健康急救知识、社交距离意愿以及在工作场所为他人提供支持的质量。次要结局是对心理健康问题的识别、对治疗的信念、帮助意图和信心、个人污名、在工作场所以外为他人提供支持的质量、自我报告的寻求专业帮助情况以及心理困扰。
在1年随访时，电子学习课程和混合式课程在知识、信心以及帮助患有抑郁症或PTSD患者的意图、对危险性的信念和社交距离意愿方面的改善均大于急救培训。在2年随访时，其中一些改善得以维持，尤其是与帮助PTSD患者的知识和意图相关的改善。在1年随访时比较电子学习课程和混合式课程，混合式课程在知识以及帮助患有抑郁症患者的信心和意图方面有更大改善。在2年随访时，混合式课程参与者在为工作场所以外有心理健康问题的人提供帮助的质量方面改善更大。
混合式和电子学习MHFA课程均在帮助有心理健康问题患者的知识、态度和意图方面带来了显著的长期改善。混合式MHFA培训在帮助行为质量方面有所改善，且似乎比单纯在线培训更有效。试验注册2014年6月13日注册的ACTRN12614000623695（前瞻性注册）。试验注册记录网址：https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=366410&isReview=true。
