OBJECTIVE Identify implementation factors, including intervention, facilitator, participant, and college factors, that were associated with larger reductions in eating disorder symptoms for undergraduates who completed a dissonance-based eating disorder prevention program delivered by peer educators in an implementation support trial. The goal was to determine how to maximize the effects of this prevention program in future implementation efforts. METHOD We recruited 63 universities with peer educator programs and randomly assigned them to three levels of implementation support for delivery of an evidence-based eating disorder prevention program (the Body Project). The present report investigated whether several intervention, facilitator, participant, and college characteristics were associated with the magnitude of reductions in eating disorder symptoms among 1,387 undergraduates who completed the Body Project. RESULTS Significantly greater reductions in eating disorder symptoms were found for the four-session versus two-session version of the Body Project (d = -.36), when Body Project groups were delivered virtually versus in-person (d = -.22), when observation-based supervision was provided to peer educators during intervention implementation versus when it was not (d = -.15), and for larger versus smaller universities (d = -.24). Although effects were small, the additive effect was medium (d = -.50). CONCLUSIONS Results suggest that if the goal is to optimize the effects of the Body Project, peer educator programs at universities should implement the full four-session version of the prevention program that contains all of the dissonance-inducing activities and home exercises, implement this prevention program virtually, and provide supervision to facilitators implementing this prevention program. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

中文翻译：

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预测同伴教育者在大学提供饮食失调预防计划的更大影响的实施因素。

目标 确定实施因素，包括干预、促进者、参与者和大学因素，这些因素与完成由同伴教育者在实施支持试验中提供的基于失调的饮食失调预防计划的本科生饮食失调症状的较大减少有关。目标是确定如何在未来的实施工作中最大限度地发挥该预防计划的作用。方法 我们招募了 63 所拥有同伴教育计划的大学，并随机将他们分配到三个实施支持级别，以提供基于证据的饮食失调预防计划（身体项目）。本报告调查了几种干预、促进者、参与者、在完成身体项目的 1,387 名本科生中，大学和大学的特征与饮食失调症状的减轻程度有关。结果 身体项目的四节课与两节课版本相比，进食障碍症状明显减少 (d = -.36)，当身体项目组虚拟交付时与面对面交付时 (d = -.22) ，在干预实施期间向同伴教育者提供基于观察的监督时与未提供时 (d = -.15)，以及大型大学与小型大学 (d = -.24)。尽管效果很小，但附加效果是中等的 (d = -.50)。结论 结果表明，如果目标是优化 Body Project 的效果，大学的同伴教育计划应实施包含所有不和谐诱发活动和家庭练习的完整四期预防计划，以虚拟方式实施该预防计划，并对实施该预防计划的促进者提供监督。（PsycInfo 数据库记录 (c) 2023 APA，保留所有权利）。