Teaching GenerationPMTO, an evidence-based parent intervention, in a university setting using a blended learning strategy

Baumann, Ana A.; Domenech Rodríguez, Melanie M.; Wieling, Elizabeth; Parra-Cardona, J. Rubén; Rains, Laura A.; Forgatch, Marion S.

doi:10.1186/s40814-019-0476-8

Table 1 Components of the GenerationPMTO training at university settings

From: Teaching GenerationPMTO, an evidence-based parent intervention, in a university setting using a blended learning strategy

Strategy	Literature definition/Our specification	Justification	Target	Outcomes/Dose
Educational
Active educational meetings	Hold meetings targeted toward students/providers to teach them about the clinical innovation Online classes: one encounter of 90 min per week for two academic semesters. Classes entailed both discussions of theory as well as role plays to strengthen skills	Theoretical [61], knowledge, self-efficacy [62] Empirical [22]	Students’ knowledge	Implementation outcomes: Knowledge gain Model fidelity (instructors as well as students) Dose: three knowledge surveys: October and November of 2015 and May of 2016
Train-the-trainer	Master trainers teach the content of the EBP as well as the principles of active learning strategies to supervisors who then train their therapists on EBPs utilizing empirically-supported training methods Close monitoring of the teaching technique by the treatment developer and GenerationPMTO mentors to guide AB and MDR teaching in class. Teaching of students by certified coaches (AB, MDR, JRPC, EW)	Theoretical: adaptation of the GenerationPMTO implementation model to an academic setting [53, 63] Empirical [64]	Students’ knowledge and skills building
Education through peers	Develop group of providers that will implement the EBP and develop ways to learn from one another to foster implementation [44] Students provided feedback on each other’s performance during sessions and role plays in class using the FIMP structure	Theoretical: knowledge [62]	Students’ knowledge and skills building and peer-to-peer support
Quality management
Develop and organize quality monitoring system	Develop and organize systems and procedures that monitor clinical processes and/or outcomes for the purpose of quality assurance and improvement Fidelity ratings as performance feedback to students and coaches; share notes and gather feedback on class preparation with treatment developer and team; mid-semester and end of semester qualitative assessment of course with coaches and students; implement student and coach goal-settings for skill acquisition in GenerationPMTO	Theoretical: reflecting and evaluating; available resources; access to knowledge [62] Empirical [65]	Lead trainers’ fidelity to the model while adapting the training Students’ knowledge and skills building	Implementation outcomes: Fidelity to the model Dose: weekly coaching during class for students; one meeting per semester with lead trainers and treatment developer
Audit and feedback	Collect and summarize clinical performance over a specified time period and give it to clinicians to monitor, evaluate and modify behavior Verbal and written qualitative feedback were provided to students and coaches on their GenerationPMTO knowledge and skills performance	Theoretical: knowledge, peer pressure [62] Empirical [66, 67]
Consultation	A process of interaction between two professionals- the consultant, who is a specialist, and the consultee, who invokes the consultant’s help in a work problem that he believes is within the consultant’s area of specialized competence Small samples (10–20 min) of videos from their sessions with parents were observed in class and students received feedback on their GenerationPMTO skills	Theoretical: knowledge, self-efficacy [62] Empirical [23]

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