Despite the large number of evidence-based practices (EBPs) ready for implementation, they are the exception in usual care, especially for ethnic minority patients, who may not have access to trained health professionals. Providing EBP training as part of a graduate curriculum could help build the pipeline of professionals to provide quality care. We conducted a before-after study to determine whether we could implement a blended learning strategy (BL; i.e., in vivo and online training) to teach an EBP in university settings. Feasibility in this pilot was operationalized as knowledge acquisition, satisfaction, fidelity, acceptability, and usability. Using GenerationPMTO as the EBP, our aim was to train graduate students enrolled in Psychology, Social Work, and Family Therapy programs in the EBP in one academic year. Two therapists from a community agency were also students in this pilot. A total of 13 students from five universities were trained in the intervention. Adaptations were made to the intervention and training strategy to optimize training fidelity. Focus groups were conducted with the students to capture their perspective about the training. Students demonstrated significant knowledge acquisition from baseline (Mean = 61.79, SD = 11.18) to training completion (Mean = 85.27, SD = 5.08, mean difference = − 23.48, 95% CI = − 29.62, − 17.34). They also reported satisfaction with the BL format, as measured by teaching evaluations at the end of the course. Instructors received acceptable fidelity scores (range of 7–9 in a 9-point scale). Qualitative findings from focus groups showed support for acceptability and usability of BL training. BL training in university settings can be conducted with fidelity when provided by appropriately trained instructors. BL that integrates EBP and adaptations may be uniquely applicable for training providers in low-resource and ethnically diverse settings. The BL enhanced knowledge of GenerationPMTO was acceptable and usable to students, and was delivered with high instructor fidelity to the training model.

中文翻译：

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Teaching GenerationPMTO，一种基于证据的家长干预，在大学环境中使用混合学习策略

尽管有大量循证实践 (EBP) 准备好实施，但它们在常规护理中是例外，特别是对于少数民族患者，他们可能无法接触到训练有素的卫生专业人员。提供 EBP 培训作为研究生课程的一部分可以帮助建立专业人员管道以提供优质护理。我们进行了一项前后研究，以确定我们是否可以实施混合学习策略（BL；即体内和在线培训）在大学环境中教授 EBP。该试点的可行性被实施为知识获取、满意度、保真度、可接受性和可用性。使用 GenerationPMTO 作为 EBP，我们的目标是在一学年内培训在 EBP 中注册心理学、社会工作和家庭治疗课程的研究生。来自社区机构的两名治疗师也是该试点项目的学生。共有来自五所大学的 13 名学生接受了干预培训。对干预和培训策略进行了调整，以优化培训保真度。与学生一起进行焦点小组讨论，以了解他们对培训的看法。从基线（平均值 = 61.79，SD = 11.18）到培训完成（平均值 = 85.27，SD = 5.08，平均差 = − 23.48，95% CI = − 29.62，− 17.34），学生表现出显着的知识获取。他们还报告了对 BL 格式的满意度，这是通过课程结束时的教学评估来衡量的。教师收到了可接受的保真度分数（9 分制中的 7-9 分范围）。来自焦点小组的定性研究结果表明支持 BL 培训的可接受性和可用性。如果由受过适当培训的讲师提供，则可以忠实地在大学环境中进行 BL 培训。整合了 EBP 和适应性的 BL 可能特别适用于资源匮乏和种族多样化环境中的培训提供者。GenerationPMTO 的 BL 增强知识被学生接受和使用，并且以高教师保真度交付给培训模型。