背景:在大多数西方国家,精神障碍是一个主要的公共卫生问题。尽管广泛使用药物,但对常见精神健康障碍的服务需求一直在增加。尤其是,循证心理治疗的供求并不一致.现代心理治疗的大规模增加是困难的,目前的训练方法往往是昂贵的,耗时,并依赖少数顶级专业人士作为培训师。电子学习已被提议提高心理治疗培训的可及性,质量,和可扩展性。
目的:本系统综述旨在概述目前有关心理治疗培训中电子学习的证据。特别是,审查检查可用性,可接受性,以及与电子学习相关的学习成果。学习成果以不同的方式进行评估,包括受训者的经验,知识获取,技能获取,以及培训内容在日常实践中的应用。此外,评估了基于网络的培训与常规培训方法的等效性。
方法:遵循PRISMA(系统评价和荟萃分析的首选报告项目)指南,来自奥维德的搜索,MEDLINE,PsycINFO,和Scopus数据库在2008年至2022年6月之间进行。纳入标准要求进行研究,以描述用于心理治疗培训的电子学习系统并评估可接受性,可行性,或学习成果。对随机和非随机研究的偏倚风险进行了评估。使用Kirkpatrick模型对学习成果进行分类。计算了比较电子学习和传统方法的效果大小。
结果:搜索产生了3380种出版物,其中34人符合纳入标准。积极的学习成果通常与心理治疗培训中的各种电子学习计划相关,包括受训者满意度,知识,和技能获取,以及培训内容在临床实践中的应用。学习结果通常显示出电子学习和常规培训方法之间的等效性。整体效果大小,表明了这种差距,为0.01,表明无显著差异。这些文献在电子学习解决方案和评估方法中显示出高度的异质性。
结论:e-Learning似乎有很好的潜力,可以通过增加获得来加强心理治疗训练,可扩展性,和成本效益,同时保持学习成果的质量。结果与与健康教育中的电子学习相关的发现一致,在这种情况下,电子学习作为一种教学法与开展以学习者为中心的实践的机会相关联。提出了在激活学习方法的支持下在混合环境中进行心理治疗培训计划的建议。然而,由于现有文献的异质性和局限性,需要进一步的研究来复制这些发现,并建立电子学习的全球标准,以及评估心理治疗教育的培训结果。特别需要研究培训对患者结果的影响以及在混合学习环境中结合电子学习和常规培训方法的最佳方法。
BACKGROUND: Mental disorders pose a major public health problem in most western countries. The demand for services for common mental health disorders has been on the rise despite the widespread accessibility of medication. Especially, the supply and demand for evidence-based psychotherapy do not align. Large-scale increase of modern psychotherapy is difficult with current methods of training which are often expensive, time consuming, and dependent on a small number of top-level professionals as trainers. E-learning has been proposed to enhance psychotherapy training accessibility, quality, and scalability.
OBJECTIVE: This systematic
review aims to provide an overview of the current evidence regarding e-learning in psychotherapy training. In particular, the
review examines the usability, acceptability, and learning outcomes associated with e-learning. Learning outcomes are assessed in different modalities including trainee experiences, knowledge acquisition, skill acquisition, and application of trained content in daily practice. Furthermore, the equivalence of web-based training and conventional training methods is evaluated.
METHODS: Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a search from Ovid, MEDLINE, PsycINFO, and Scopus databases between 2008 and June 2022 was conducted. Inclusion criteria required studies to describe e-learning systems for psychotherapy training and assess acceptability, feasibility, or learning outcomes. The risk of bias was evaluated for both randomized and nonrandomized studies. Learning outcomes were categorized using the Kirkpatrick model. Effect sizes comparing e-learning and traditional methods were calculated.
RESULTS: The search yielded 3380 publications, of which 34 fulfilled the inclusion criteria. Positive learning outcomes are generally associated with various e-learning programs in psychotherapy training including trainee satisfaction, knowledge, and skill acquisition, and in application of trained content in clinical practice. Learning outcomes generally show equivalence between e-learning and conventional training methods. The overall effect size, indicating this disparity, was 0.01, suggesting no significant difference. This literature displays a high level of heterogeneity in e-learning solutions and assessment methods.
CONCLUSIONS: e-Learning seems to have good potential to enhance psychotherapy training by increasing access, scalability, and cost-effectiveness while maintaining quality in terms of learning outcomes. Results are congruent with findings related to e-learning in health education in general where e-learning as a pedagogy is linked to an opportunity to carry out learner-centric practices. Recommendations for conducting psychotherapy training programs in blended settings supported by activating learning methods are presented. However, due to the heterogeneity and limitations in the existing literature, further research is necessary to replicate these findings and to establish global standards for e-learning, as well as for the assessment of training outcomes in psychotherapy education. Research is especially needed on the effects of training on patient outcomes and optimal ways to combine e-learning and conventional training methods in blended learning settings.