A Randomized-Controlled Trial of the Effects of Online Training on Implementation Fidelity

Drake, Pamela M.; Firpo-Triplett, Regina; Glassman, Jill R.; Ong, Seow Ling; Unti, Lisa

doi:10.1080/15546128.2015.1091758

Cited by 8 publications

(13 citation statements)

References 38 publications

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“…This study expands upon the limited research concerning online training for facilitators of school-based EBIs (see Drake et al, 2015 and Becker et al, 2014 ) by including a large sample of urban/suburban and rural teachers across 14 states and controlling for socio-ecological factors that have been found to influence the fidelity of implementation of school-based EBIs. We found that online training built the competencies of teachers in our sample to implement the LST program with fidelity.…”

Section: Discussionmentioning

confidence: 87%

“…For school-based EBIs, the dynamic nature of staffing in schools further complicates maintaining in-person training for EBI instructors (Becker et al, 2014 ). Thus, feasible avenues to pre-program training are critical to the scale up and sustainability of school-based EBIs (Drake et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

“…While few studies have examined differences in fidelity of implementation for teachers implementing school-based EBIs, one notable contribution is a randomized control trial that compared fidelity of implementation of a classroom-based EBI between teachers who received online training and teachers who received no training (Drake et al, 2015 ). The online training had moderate, positive effects on teachers’ self-reported dosage compared to no training ( d = 0.31).…”

Section: Introductionmentioning

confidence: 99%

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Does Training Modality Predict Fidelity of an Evidence-based Intervention Delivered in Schools?

et al. 2021

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Training prior to implementing evidence-based interventions (EBIs) is essential to reach high levels of fidelity. However, the time and cost of in-person training are often barriers to implementation. Online learning offers a potential solution, though few studies examine the relationship between online training and fidelity of implementation. This study explored whether teachers trained online have similar levels of adherence, dosage, quality of delivery, and student responsiveness compared to teachers trained in-person on the Botvin LifeSkills Training (LST) middle school program, a universal prevention intervention proven to reduce substance use and violence, as part of a national dissemination project. This study involved a sample of 989 LST teachers across 114 school districts, representing 296 schools in 14 states. All teachers were first trained in LST implementation between 2016 and 2019. Hierarchical linear models were used to assess relationships between training modality and the four fidelity outcomes. Online training was associated with lower ratings of quality of delivery compared to in-person training, but no significant associations existed between online training and adherence to the curriculum, dosage, or student responsiveness. Findings from this study generally indicate that online training builds competencies important for school-based EBI implementation, while also highlighting potential shortcomings related to quality of delivery. Ensuring the inclusion of experiential learning activities (e.g., practice delivering content, receiving feedback on delivery) may be key to quality of delivery as online trainings for facilitators of school-based EBIs evolve.

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Section: Discussionmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Does Training Modality Predict Fidelity of an Evidence-based Intervention Delivered in Schools?

et al. 2021

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“…The MOE will give all teachers a FOYC+CImPACT 24/7 flash drive for point-of-care guidance as they prepare the lessons [ 37 ]. The MOE will deploy its peer-mentoring program for FOYC+CImPACT.…”

Section: Methodsmentioning

confidence: 99%

Bahamas National Implementation Project: Proposal for Sustainability of an Evidence-based HIV Prevention Intervention in a School Setting

Wang¹,

Deveaux²,

Lunn³

et al. 2020

JMIR Res Protoc

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Background Sustained implementation of school-based prevention programs is low. Effective strategies are needed to enhance both high-level implementation fidelity and sustainability of prevention programs. Objective This proposed study aims to determine if the provision of either biweekly monitoring and feedback and site-based assistance and mentorship or both to at-risk and moderate-performing teachers with monitoring through an enhanced decision-making platform by the Ministry of Education (MOE) and Ministry of Health (MOH) based on the real-time implementation data will increase national implementation fidelity and result in sustained implementation over time. Methods This study will target government schools including 200 grade 6 teachers in 80 primary schools and 100 junior/middle high school teachers (and their classes) on 12 Bahamian islands. Teacher and school coordinator training will be conducted by the MOE in year 1, followed by an optimization trial among teachers in the capital island. Informed by these results, an implementation intervention will be conducted to train using different levels of educational intensity all at-risk and moderate-performing teachers. Subsequently selected training and implementation strategies will be evaluated for the national implementation of Focus on Youth in the Caribbean and Caribbean Informed Parents and Children Together in years 2 to 5. Results It is hypothesized that a more intensive training and supervision program for at-risk and moderate-performing teachers will enhance their implementation fidelity to the average level of the high-performing group (85%), an HIV prevention program delivered at the national level can be implemented with fidelity in grade 6 and sustained over time (monitored annually), and student outcomes will continue to be highly correlated with implementation fidelity and be sustained over time (assessed annually through grade 9). The proposed study is funded by the National Institute of Child Health and Human Development from August 1, 2018, through May 31, 2023. Conclusions The study will explore several theory-driven implementation strategies to increase sustained teacher implementation fidelity and thereby increase the general public health impact of evidence-based interventions. The proposed project has potential to make significant contributions to advancing school-based HIV prevention research and implementation science and serve as a global model for the Fast Track strategy. International Registered Report Identifier (IRRID) PRR1-10.2196/14816

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“…Such guaranteed access is important to teachers as the internet connection is sometime unreliable across all of the islands constituting The Bahamas. FOYC+CImPACT 24/7 was based on a similar evidence-based training and implementation support resource [36] and provides teachers with information and teaching points about each of the sessions, and intensive modeling and practice designed to develop key skills, such as answering sensitive questions, creating a safe and inclusive classroom, facilitation skills, etc. Teachers were oriented to the 3-hour DVDbased training during their in-person training.…”

Section: Hiv Intervention ("Foyc+cimpact")mentioning

confidence: 99%

The Effectiveness of Two Implementation Strategies for Improving Teachers’ Delivery of an Evidenced-based HIV Prevention Program

Wang¹,

Deveaux²,

Cottrell³

et al. 2020

Preprint

Self Cite

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Background: Effective implementation strategies are needed to enhance the success of evidence-based prevention programs. The current study evaluates the effects of two implementation strategies on teachers’ implementation of an evidenced-based HIV intervention.Methods: Using our 7-item Pre-Implementation School Screening tool, we identified teachers who were at-risk for not implementing the Focus on Youth HIV-risk reduction intervention curriculum which targets middle and high school youth. After completing a two-day curriculum workshop, 84 low- and moderate-performing teachers were randomly assigned to one of four experimental conditions and were asked to teach the intervention curriculum for nearly two months. This optimization trial examines the impact of two implementation strategies including biweekly monitoring/feedbacks (BMF) and site-based assistance/mentorship (SAM). The primary outcome is implementation fidelity defined as number of core activities taught. General linear model was used to examine the association of the implementation strategies with implementation fidelity.Results: BMF and SAM were significantly associated with teachers’ implementation fidelity. Teachers who received both BFM and SAM taught the greatest numbers of core activities, followed by teachers who received either BMF or SAM. Teachers who did not receive BMF or SAM taught the lowest numbers of core activities (15.0 vs. 7.9 vs. 6.9 vs. 4.1, p< 0.001). Teachers’ confidence in implementing five core activities, attitudes towards sex education in schools, and perceived principal support were significantly related to increased self-efficacy, which in turn was related to teachers’ fidelity of implementation. Teacher full attendance at the training workshop and teachers’ sustained implementation of FOYC in the prior school year were related to increased implementation fidelity. Conclusion: BMF and SAM are effective in promoting teachers’ implementation of youth evidence-based interventions. Researchers and future program implementers should consider teacher training, teachers’ attitudes towards sex education, perceived principal support and self-efficacy when attempting to maintain the effects of teacher-delivered interventions in schools.

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A Randomized-Controlled Trial of the Effects of Online Training on Implementation Fidelity

Cited by 8 publications

References 38 publications

Does Training Modality Predict Fidelity of an Evidence-based Intervention Delivered in Schools?

Does Training Modality Predict Fidelity of an Evidence-based Intervention Delivered in Schools?

Bahamas National Implementation Project: Proposal for Sustainability of an Evidence-based HIV Prevention Intervention in a School Setting

The Effectiveness of Two Implementation Strategies for Improving Teachers’ Delivery of an Evidenced-based HIV Prevention Program

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