11 - Evaluation of an innovative online learning method for substance use prevention and treatment providers

Abstract Information: Research has shown that one-time training does not create practice change. To address this, the Center for the Application of Substance Abuse Technologies (CASAT) created and scaled up a sequenced, multi-method distance learning innovation. The method has now been used to train both substance use treatment and prevention professionals. Multiweek trainings occur during the workday and incorporate synchronous videoconference sessions and independent activities (e.g., reading and individual application activities) to increase knowledge and skills. Reminders to incorporate the content of the week into practice is sent through text messages. Evaluation of the series indicates that they are an effective method of training for both workforces. The series are rated higher than other trainings on quality, expected use and professional benefit, with most participants indicating they would attend another series on a different topic. Open-ended questions on the series’ evaluations have provided insights into the aspects of the distance learning method the participants found the most important.

Relevance Statement: Leadership at the Center for the Application of Substance Abuse Technologies (CASAT), who have served as an Addiction Technology Transfer Center (ATTC) since their creation, reviewed the research on adult learning, adoption of evidence-based practices, and workplace learning. The review yielded the conclusion that a single training alone rarely changes practice. Multiple teaching methods, over multiple sessions, followed up with post-training support is what is needed to move providers from the awareness building of one-time trainings to fully adopting and routinely implementing evidence-based practices with a high level of skill (Gustafson et al., 2013; Nadeem, Gleacher, & Beidas, 2013). The new model—the Enhanced Professional Learning Series (EPLS)—links training to other learning methods such as consultation with experts, performance feedback, and learning extenders. EPLSs occur during the workday at an employee’s computer so there is no need to use time to travel. An EPL focuses on increasing knowledge and skill through a combination of independent activities (ie., reading and application activities) and synchronous video-conferencing sessions facilitated by an expert, that focus on group discussion, skill-building through application and feedback, and consultation. Two ATTCs piloted this model in 2017 and have since done 59 training series and are now hired by other regional ATTCs to administer the model. In a needs assessment survey of the prevention workforce served by two Prevention Technology Transfer Centers (PTTCs), respondents reported a strong preference for multi-method virtual training opportunities, while also identifying barriers to accessing training such as limited funding, limited time, and an inability to travel. In 2019, the PTTCs began adapting the model from training substance use disorder treatment professionals to substance use prevention professionals and completed 65 by the end of 2022. Evaluation findings suggest the EPLS is an effective model for prevention and treatment workforce development. Participant satisfaction, utility, and benefit to practice ranged from 92-97%. Participating in live group discussions via web-conference was rated as the most helpful feature in increasing skills. Course satisfaction was high with 89% of respondents indicating they would be likely or very likely to take another EPLS. The goal of EPLS is to result in practice improvement and change. To this end, 97% reported intent to make a change in their practice based; 100% report increased knowledge, and 100% reported an increase in skills as a result of participating in an EPLS. Gustafson, D. H., Quanbeck, A. R., Robinson, J. M., Ford, J. H., II, Pulvermacher, A., French, M. T., McConnell, K. J., Batalden, P. B., Hoffman, K. A., McCarty, D., (2013). Which elements of improvement collaboratives are most effective? A cluster-randomized trial. Addiction,108(6),1145–1157. doi: 10.1111/add.12117 Nadeem, E., Gleacher, A., & Beidas, R. S., (2013). Consultation as an implementation strategy for evidence-based practices across multiple contexts: Unpacking the black box. Administration and Policy in Mental Health and Mental Health Services Research, 40(6). 439–540. doi: 10.1007/s10488-013-0502-8