The Experts below are selected from a list of 1239771 Experts worldwide ranked by ideXlab platform
Kenneth R. Weingardt - One of the best experts on this subject based on the ideXlab platform.
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a randomized trial comparing two models of web based training in cognitive behavioral therapy for substance abuse counselors
Journal of Substance Abuse Treatment, 2009Co-Authors: Kenneth R. Weingardt, Michael A Cucciare, Christine Bellotti, Wen Pin LaiAbstract:Abstract This study compared training outcomes obtained by 147 substance abuse counselors who completed eight self-paced online modules on cognitive–behavioral therapy (CBT) and attended a series of four weekly group supervision sessions using Web conferencing software. Participants were randomly assigned to two conditions that systematically varied the degree to which they explicitly promoted adherence to the CBT protocol and the degree of control that they afforded participants over the sequence and relative emphasis of the training curriculum. Outcomes were assessed at baseline and immediately following training. Counselors in both conditions demonstrated similar improvements in CBT knowledge and self-efficacy. Counselors in the low-fidelity condition demonstrated greater improvement on one of three measures of job-related burnout when compared to the high-fidelity condition. The study concludes that it is feasible to implement a technology-based training intervention with a geographically diverse sample of practitioners, that two training conditions applied to these samples of real-world counselors do not produce statistically or clinically significant differences in knowledge or self-efficacy, and that further research is needed to evaluate how a flexible training model may influence clinician behavior and patient outcomes.
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technology based training in cognitive behavioral therapy for substance abuse counselors
Substance Abuse, 2006Co-Authors: Kenneth R. Weingardt, Steven W Villafranca, Cindy LevinAbstract:Abstract This study compared the learning outcomes achieved by 166 practicing substance abuse counselors who were randomized to one of three conditions: (1) a web-based training (WBT) module designed to familiarize practitioners with the “Coping with Craving” module from the NIDA treatment manual, “A Cognitive-Behavioral Approach: Treating Cocaine Addiction” (www.nidatoolbox.org), (2) a face-to-face training workshop covering the identical content, or (3) a delayed training control condition. Participants in all three conditions completed an identical test of knowledge before and after the session. Results indicated that participants in both the WBT and face-to-face workshop conditions showed improvement in mean test scores, while participants in the delayed training control condition did not. Improvements in test scores for participants in both the WBT and face-to-face conditions were statistically significant and equally modest in magnitude. The finding of equivalent rates of knowledge transfer across t...
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The role of instructional design and technology in the dissemination of empirically supported, manual-based therapies
Clinical Psychology: Science and Practice, 2004Co-Authors: Kenneth R. WeingardtAbstract:The principles, processes, and tools of instructional design and technology (IDT) can facilitate the translation of paper-based, text-intensive Manual-Based Therapies (MBTs) into media-rich, interactive, web-based training (WBT) applications. This article outlines available technology-based mechanisms for delivering instructional content, provides examples of how each can be used for effective dissemination of MBTs, and outlines the advantages that may accrue from this approach. Clinical researchers and IDT professionals can collaborate to increase adoption of treatment manuals by employing user-friendly, instructionally sound Web applications that incorporate video role-plays, audio narration, graphics, animation, and dynamic, interactive content.
Karen Walsh - One of the best experts on this subject based on the ideXlab platform.
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a web based dementia education program and its application to an australian web based dementia care competency and training network integrative systematic review
Journal of Medical Internet Research, 2020Co-Authors: Anne Moehead, Kathryn Desouza, Karen WalshAbstract:BACKGROUND: Dementia education that meets quality and safety standards is paramount to ensure a highly skilled dementia care workforce. web-based education provides a flexible and cost-effective medium. To be successful, web-based education must contain features that promote learning and support knowledge translation into practice. The Dementia Care Competency and training Network (DCCT however, few studies appeared to integrate all four levels of Kirkpatrick's model. Features were then correlated against the DCC&TN, with an encouraging connection found between these features and their inclusion within the content and structure of the DCC&TN. CONCLUSIONS: A total of 14 key features were identified that support an effective and functional web-based learning environment. Few studies incorporated Kirkpatrick's salient elements of the model-reaction, learning, behavior, and results-in their evaluation and clinical application. It could, therefore, be considered prudent to include Kirkpatrick's levels of training evaluation within studies of dementia training. There were few studies that evaluated web-based dementia education programs, with even fewer reporting evidence that web-based training could increase staff confidence, knowledge, skills, and attitudes toward people with dementia and be sustainable over time. The DCC&TN appeared to contain the majority of key features and is one of the few programs inclusive of hospital, community, and residential care settings. The 14 key features can potentially enhance and complement future development of online training programs for health sciences education and beyond. The DCC&TN model could potentially be used as a template for future developers and evaluators of web-based dementia training.
Cindy Levin - One of the best experts on this subject based on the ideXlab platform.
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technology based training in cognitive behavioral therapy for substance abuse counselors
Substance Abuse, 2006Co-Authors: Kenneth R. Weingardt, Steven W Villafranca, Cindy LevinAbstract:Abstract This study compared the learning outcomes achieved by 166 practicing substance abuse counselors who were randomized to one of three conditions: (1) a web-based training (WBT) module designed to familiarize practitioners with the “Coping with Craving” module from the NIDA treatment manual, “A Cognitive-Behavioral Approach: Treating Cocaine Addiction” (www.nidatoolbox.org), (2) a face-to-face training workshop covering the identical content, or (3) a delayed training control condition. Participants in all three conditions completed an identical test of knowledge before and after the session. Results indicated that participants in both the WBT and face-to-face workshop conditions showed improvement in mean test scores, while participants in the delayed training control condition did not. Improvements in test scores for participants in both the WBT and face-to-face conditions were statistically significant and equally modest in magnitude. The finding of equivalent rates of knowledge transfer across t...
Anne Moehead - One of the best experts on this subject based on the ideXlab platform.
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a web based dementia education program and its application to an australian web based dementia care competency and training network integrative systematic review
Journal of Medical Internet Research, 2020Co-Authors: Anne Moehead, Kathryn Desouza, Karen WalshAbstract:BACKGROUND: Dementia education that meets quality and safety standards is paramount to ensure a highly skilled dementia care workforce. web-based education provides a flexible and cost-effective medium. To be successful, web-based education must contain features that promote learning and support knowledge translation into practice. The Dementia Care Competency and training Network (DCCT however, few studies appeared to integrate all four levels of Kirkpatrick's model. Features were then correlated against the DCC&TN, with an encouraging connection found between these features and their inclusion within the content and structure of the DCC&TN. CONCLUSIONS: A total of 14 key features were identified that support an effective and functional web-based learning environment. Few studies incorporated Kirkpatrick's salient elements of the model-reaction, learning, behavior, and results-in their evaluation and clinical application. It could, therefore, be considered prudent to include Kirkpatrick's levels of training evaluation within studies of dementia training. There were few studies that evaluated web-based dementia education programs, with even fewer reporting evidence that web-based training could increase staff confidence, knowledge, skills, and attitudes toward people with dementia and be sustainable over time. The DCC&TN appeared to contain the majority of key features and is one of the few programs inclusive of hospital, community, and residential care settings. The 14 key features can potentially enhance and complement future development of online training programs for health sciences education and beyond. The DCC&TN model could potentially be used as a template for future developers and evaluators of web-based dementia training.
Toby Citrin - One of the best experts on this subject based on the ideXlab platform.
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genomics and public health development of web based training tools for increasing genomic awareness
Preventing Chronic Disease, 2005Co-Authors: Jennifer L Bodzin, Sharon L R Kardia, Aaron Goldenberg, Sarah F Raup, Janice V Bach, Toby CitrinAbstract:In 2001, the Centers for Disease Control and Prevention funded three Centers for Genomics and Public Health to develop training tools for increasing genomic awareness. Over the past three years, the centers, working together with the Centers for Disease Control and Prevention's Office of Genomics and Disease Prevention, have developed tools to increase awareness of the impact genomics will have on public health practice, to provide a foundation for understanding basic genomic advances, and to translate the relevance of that information to public health practitioners' own work. These training tools serve to communicate genomic advances and their potential for integration into public heath practice. This paper highlights two of these training tools: 1) Genomics for Public Health Practitioners: The Practical Application of Genomics in Public Health Practice, a web-based introduction to genomics, and 2) Six Weeks to Genomic Awareness, an in-depth training module on public health genomics. This paper focuses on the processes and collaborative efforts by which these live presentations were developed and delivered as web-based training sessions.
