Soll Daniel, Fuchs Raphael, Mehl Stephanie
Department of Psychiatry and Psychotherapy & Center for Mind, Brain and Behavior (CMBB), Faculty of Medicine, Philipps-University Marburg, Marburg, Germany.
Department of Health and Social Work, Frankfurt University of Applied Sciences, Frankfurt am Main, Germany.
Front Psychol. 2021 Sep 27;12:657234. doi: 10.3389/fpsyg.2021.657234. eCollection 2021.
Training of postgraduate health professionals on their way to becoming licensed therapists for Cognitive Behavior Therapy (CBT) came to a halt in Germany in March 2020 when social distancing regulations came into effect. Since the German healthcare system almost exclusively relies on this profession when it comes to the implementation of CBT and 80% of those therapists active in 2010 will have retired at the end of 2030, it is critical to assess whether online CBT training is as satisfactory as classroom on-site CBT training. An asynchronous, blended, inverted-classroom online learning environment for CBT training (CBT for psychosis) was developed as an emergency solution. It consisted of pre-recorded CBT video lectures, exercises to train interventions in online role-plays, and regular web conferences. Training was provided at five different training institutes in Germany (duration 8-16 h). Postgraduate health care professionals (psychiatrists and psychologists) ( = 43) who received the online CBT training filled out standard self-report evaluations that assessed satisfaction and didactic quality. These evaluations were compared to those evaluations of students ( = 142) who had received in-person CBT training with identical content offered by the same CBT trainer at the same training institutes before the COVID-19 crisis. Both groups were comparable with respect to and . We tested non-inferiority hypotheses using Wilcoxon-Mann-Whitney ROC-curve analyses with an equivalence margin corresponding to a small-to-medium effect size ( = 0.35). The online training evaluations were non-inferior concerning , and . In contrast, we could not exclude a small effect in favor of in-person training in and . Our results suggest that delivering substantial CBT knowledge online to postgraduate health-professionals is sufficient, and at most incurs minimal loss to the learning experience. These encouraging findings indicate that integrating online elements in CBT teaching is an acceptable option even beyond social distancing requirements.
2020年3月德国实施社交距离规定后，正在接受培训以成为认知行为疗法（CBT）执业治疗师的研究生健康专业人员的培训工作陷入停滞。由于德国医疗体系在实施CBT时几乎完全依赖这一专业，且2010年活跃的治疗师中有80%将在2030年底退休，因此评估在线CBT培训是否与课堂现场CBT培训一样令人满意至关重要。为此开发了一种用于CBT培训（针对精神病的CBT）的异步、混合式、翻转课堂在线学习环境作为应急解决方案。它包括预先录制的CBT视频讲座、在线角色扮演中训练干预措施的练习以及定期网络会议。培训在德国的五个不同培训机构进行（时长8 - 16小时）。接受在线CBT培训的研究生医疗专业人员（精神科医生和心理学家）（n = 43）填写了评估满意度和教学质量的标准自我报告评估表。这些评估结果与在COVID - 19危机之前在同一培训机构由同一位CBT培训师提供相同内容的面对面CBT培训的学生（n = 142）的评估结果进行了比较。两组在……方面具有可比性。我们使用Wilcoxon - Mann - Whitney ROC曲线分析对非劣效性假设进行了检验，等效边际对应于小到中等效应大小（d = 0.35）。在线培训评估在……方面非劣于面对面培训。相比之下，我们不能排除在……方面有利于面对面培训的小效应。我们的结果表明，向研究生健康专业人员在线传授大量CBT知识是足够的，并且对学习体验至多造成最小损失。这些令人鼓舞的发现表明，即使超出社交距离要求，在CBT教学中整合在线元素也是一个可接受的选择。
