@article{ref1,
title="E-learning to improve suicide prevention practice skills among undergraduate psychology students: randomized controlled trial",
journal="JMIR mental health",
year="2020",
author="Kullberg, Marie-Louise J. and Mouthaan, Joanne and Schoorl, Maartje and De Beurs, Derek and Kenter, Robin Maria Francisca and Kerkhof, Ad Jfm",
volume="7",
number="1",
pages="e14623-e14623",
abstract="BACKGROUND: Despite increasing evidence of the effectiveness of digital learning solutions in higher vocational education, including the training of allied health professionals, the impact of Web-based training on the development of practical skills in psychiatry and psychology, in general, and in suicide prevention, specifically, remains largely understudied. <br><br>OBJECTIVE: This study aimed to determine the effectiveness of an electronic learning (e-learning) module on the adherence to suicide prevention guidelines, knowledge of practical skills, and provider's confidence to have a conversation about suicidal behavior with undergraduate psychology students. <br><br>METHODS: The e-learning module, comprising video recordings of therapist-patient interactions, was designed with the aim of transferring knowledge about suicide prevention guideline recommendations. The program's effects on guideline adherence, self-evaluated knowledge, and provider's confidence were assessed using online questionnaires before the program (baseline and at 1 month [T1] and 3 months after baseline). The eligible third- and fourth-year undergraduate psychology students were randomly allocated to the e-learning (n=211) or to a waitlist control condition (n=187), with access to the intervention after T1. <br><br>RESULTS: Overall, the students evaluated e-learning in a fairly positive manner. The intention-to-treat analysis showed that the students in the intervention condition (n=211) reported higher levels of self-evaluated knowledge, provider's confidence, and guideline adherence than those in the waitlist control condition (n=187) after receiving the e-learning module (all P values<.001). When comparing the scores at the 1- and 3-month follow-up, after both groups had received access to the e-learning module, the completers-only analysis showed that the levels of knowledge, guideline adherence, and confidence remained constant (all P values>.05) within the intervention group, whereas a significant improvement was observed in the waitlist control group (all P values<.05). <br><br>CONCLUSIONS: An e-learning intervention on suicide prevention could be an effective first step toward improved knowledge of clinical skills. The learning outcomes of a stand-alone module were found to be similar to those of a training that combined e-learning with a face-to-face training, with the advantages of flexibility and low costs.<br><br>©Marie-Louise J Kullberg, Joanne Mouthaan, Maartje Schoorl, Derek de Beurs, Robin Maria Francisca Kenter, Ad JFM Kerkhof. Originally published in JMIR Mental Health (http://mental.jmir.org), 22.01.2020.<p /> <p>Language: en</p>",
language="en",
issn="2368-7959",
doi="10.2196/14623",
url="http://dx.doi.org/10.2196/14623"
}