Enhancing Online Training in an Evidence-Based Treatment for Adolescent Panic Disorder: A Randomized Controlled Trial

ABSTRACT

This randomized controlled trial compared 3 modes of training clinicians in a youth-focused evidence-based treatment for panic disorder, using an additive design. Community practitioners (N = 140) were randomly assigned to one of three conditions: a standard text-alone training condition (TXT); an interactive, online training program plus the TXT (TXT + OLT); or the TXT + OLT enhanced by a learning community adjunct leveraging Twitter (TXT + OLT + LC). Mastery of Anxiety and Panic for Adolescents (MAP-A), an efficacious cognitive-behavioral therapy for adolescents with panic disorder, was taught in all three training conditions. Analyses revealed that participants were more satisfied with the TXT + OLT and TXT + OLT + LC training, compared to the TXT condition. Although all conditions demonstrated equivalent increases in knowledge of MAP-A, participants in the TXT + OLT + LC demonstrated greater proficiency using MAP-A skills in a simulated clinical scenario, compared to those in both the TXT + OLT and TXT conditions. However, this effect was no longer statistically significant at a 90-day follow-up. Results indicate initial promise for enhancing online training dissemination efforts with a novel learning community and Twitter adjunct in training clinicians in a youth-focused, efficacious cognitive-behavioral therapy. Directions for future research and dissemination efforts are discussed.

Acknowledgments

Portions of this research were presented at the Seattle Implementation Research Conference, Seattle, WA. We sincerely thank and acknowledge National Institute of Mental Health Program Official Margaret Grabb, Ph.D., for her ongoing support of this project; statistical consultant Blair Beadnell, Ph.D.; Steve Lee of Allen Interactions, Inc., for his creative instructional design and sustained efforts to build the e-Learning course; Boston University personnel Kaitlin Gallo, Candice Chow Schmid, Meredith Elkins, and Jordan Ainsley for their tireless efforts coding role-plays; Greg Simpson, Ph.D., for his efforts in designing role-plays; as well as other students and staff at the University of Miami for their efforts and the many clinics that provided support and contributions to this research.

Conflict of interest

Dr. Ehrenreich-May receives royalties from the sales of the online training course investigated in this research trial.

Funding

This research, as well as the development of the online training courses, was funded by Small Business Innovation Research grants from the National Institute of Mental Health (5R44MH079525-03) awarded to the first and second authors.

Additional information

Funding

This research, as well as the development of the online training courses, was funded by Small Business Innovation Research grants from the National Institute of Mental Health (5R44MH079525-03) awarded to the first and second authors.