Development of a Tool to Assess Competencies of Problem Management Plus Facilitators Using Observed Standardised Role Plays: The EQUIP Competency Rating Scale for Problem Management Plus

Pedersen, Gloria A.; Gebrekristos, Frezgi; Eloul, Liyam; Golden, Shannon; Hemmo, Mahmoud; Akhtar, Aemal; Schafer, Alison; Kohrt, Brandon A.

doi:10.4103/intv.intv_40_20

Cited by 10 publications

(2 citation statements)

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“…The measure produces a score ranging from 0 to 17, where higher scores indicate higher levels of competency. The vignette-based format was informed by previous research on competency assessments for nonspecialists [19][20][21]. Twelve questions assess knowledge of specific problem-solving competencies (eg, problem identification) and 5 questions assess nonspecific competencies of relevance to psychotherapies generally (eg, rapport building).…”

Section: Primary Outcomementioning

confidence: 99%

Coach-Supported Versus Self-guided Digital Training Course for a Problem-solving Psychological Intervention for Nonspecialists: Protocol for a Pre-Post Nested Randomized Controlled Trial

Mathur¹,

Weiss²,

Neuman³

et al. 2023

JMIR Res Protoc

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Background Psychosocial interventions delivered by nonspecialists can be effective at reducing common adolescent mental health problems in low-resource settings. However, there is a lack of evidence on resource-efficient methods for building capacity to deliver these interventions. Objective The objective of this study is to evaluate the effects of a digital training (DT) course, delivered in a self-guided format or with coaching, on nonspecialists’ competency to deliver a problem-solving intervention intended for adolescents with common mental health problems in India. Methods We will conduct a pre-post study with a nested parallel, 2-arm, individually randomized controlled trial. The study aims to recruit 262 participants, randomized 1:1 to receive either a self-guided DT course or a DT course with weekly individualized coaching provided remotely by telephone. In both arms, the DT will be accessed over 4 to 6 weeks. Participants will be nonspecialists (ie, without prior practice-based training in psychological therapies) recruited from among university students and affiliates of nongovernmental organizations in Delhi and Mumbai, India. Results Outcomes will be assessed at baseline and 6 weeks post randomization using a knowledge-based competency measure that incorporates a multiple-choice quiz format. The primary hypothesis is that self-guided DT will lead to increased competency scores among novices with no prior experience of delivering psychotherapies. The secondary hypothesis is that digital training with coaching will have an incremental effect on competency scores compared with DT alone. The first participant was enrolled on April 4, 2022. Conclusions The study will address an evidence gap on the effectiveness of training methods for nonspecialist providers of adolescent mental health interventions in low-resource settings. The findings from this study will be used to support wider efforts to scale up evidence-based mental health interventions for young people. Trial Registration ClinicalTrials.gov NCT05290142; https://clinicaltrials.gov/ct2/show/NCT05290142 International Registered Report Identifier (IRRID) DERR1-10.2196/41981

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Section: Primary Outcomementioning

confidence: 99%

Coach-Supported Versus Self-guided Digital Training Course for a Problem-solving Psychological Intervention for Nonspecialists: Protocol for a Pre-Post Nested Randomized Controlled Trial

Mathur¹,

Weiss²,

Neuman³

et al. 2023

JMIR Res Protoc

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“…The EQUIP platform is meant to support trainers and supervisors in using a competency-based approach to ultimately ensure safe and effective mental health intervention (Kohrt et al, 2020). As a digital tool, which contains both online and offline formats, it offers resources that support the training and supervision of mental healthcare of adults, children and adolescents, as well as groups (Kohrt et al, 2015;Jordans et al, 2021b;Pedersen et al, 2021b). The EQUIP platform generously provides an array of competency assessment tools.…”

Section: Introductionmentioning

confidence: 99%

Integrating EQUIP competency-based training into a university curriculum: a qualitative inquiry with students and faculty at Makerere University in Uganda

Ndeezi,

Pedersen,

Alipanga

et al. 2024

Front. Educ.

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IntroductionCompetency-based training has gained prominence in clinical psychology education, emphasizing practical skills acquisition. The EQUIP competency-based approach, recognized for its effectiveness in in-service training, raises questions about its feasibility and utility in pre-service education.MethodsFaculty and supervisors were trained in and applied EQUIP competency-based assessment and techniques with current graduate students. A cohort comprising 15 graduate students, 12 faculty members, and supervisors from Butabika National Referral Mental Health and Teaching Hospital participated in focus group discussion and key informant interviews. Qualitative data was collected from 1st August 2022 to 4th August 2022. Thematic analysis identified three central themes.FindingsThe first theme reveals participants’ recognition of EQUIP’s feasibility in standardizing competence levels and addressing curriculum gaps. An extended training period, approximately 15 h, was identified as crucial to enhance educators’ and supervisors’ confidence in implementing the approach. The second theme emphasizes the pivotal role of role-play in competency-based training, transforming initial apprehension into constructive learning. Lastly, feedback emerged as a crucial component, with participants highlighting its role in fostering self-assuredness and refining skills.ConclusionThe study emphasizes the importance of robust training in competency-based methodologies. The EQUIP approach’s potential in clinical psychology education is evidenced by its alignment with research outcomes. Beyond this, the study advocates for longitudinal research to assess sustained engagement with EQUIP resources and their long-term impact. This research not only advances the discourse on competency-based training but also sets the stage for continuous improvements in clinical psychology education.

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Syrian refugee young adults as community mental health workers implementing problem management plus: Protocol for a pilot randomized controlled trial to measure the mechanisms of effect on their own wellbeing, stress and coping

Nakkash,

Ghandour,

Brown

et al. 2024

Contemporary Clinical Trials Communications

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Development of a Tool to Assess Competencies of Problem Management Plus Facilitators Using Observed Standardised Role Plays: The EQUIP Competency Rating Scale for Problem Management Plus

Cited by 10 publications

References 0 publications

Coach-Supported Versus Self-guided Digital Training Course for a Problem-solving Psychological Intervention for Nonspecialists: Protocol for a Pre-Post Nested Randomized Controlled Trial

Coach-Supported Versus Self-guided Digital Training Course for a Problem-solving Psychological Intervention for Nonspecialists: Protocol for a Pre-Post Nested Randomized Controlled Trial

Integrating EQUIP competency-based training into a university curriculum: a qualitative inquiry with students and faculty at Makerere University in Uganda

Syrian refugee young adults as community mental health workers implementing problem management plus: Protocol for a pilot randomized controlled trial to measure the mechanisms of effect on their own wellbeing, stress and coping

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