Evaluation of an online training program in eating disorders for health professionals in Australia

Abstract

BackgroundEarly detection and treatment of eating disorders is instrumental in positive health outcomes for this serious public health concern. As such, workforce development in screening, diagnosis and early treatment of eating disorders is needed. Research has demonstrated both high rates of failure to accurately diagnose and treat cases early and low levels of perceived access to training in eating disorders by health professionals–representing an urgent need for clinician training in this area. However, significant barriers to the access of evidence-based training programs exist, including availability, cost and time, particularly when large geographic distances are involved. Online learning presents a solution to workforce challenges, as it can be delivered anywhere, at a fraction of the cost of traditional training, timing is user controlled, and a growing body of research is demonstrating it as effective as face-to-face training. The Centre for Eating and Dieting Disorders in Australia has developed an Online Training Program In Eating Disorders, to educate health professionals in the nature, identification, assessment and management of eating disorders. The aim of the current study was to evaluate the ability of this online learning course to improve clinician levels of knowledge, skill and confidence to treat eating disorders. As well as its effect on stigmatised beliefs about eating disorders known to effect treatment delivery.MethodsOne-hundred-eighty-seven health professionals participated in the program. A pre training questionnaire and a post training evaluation examined participants’ levels of knowledge, skill and confidence to treat eating disorders, as well attitudes and beliefs about people with eating disorders.ResultsSignificant improvements in knowledge, skill, and confidence to treat eating disorders was found between pre and post program assessment in health professionals who completed the course, along with a significant decrease in stigmatised beliefs about eating disorders.DiscussionThe results of this study demonstrated that the online training program was an effective tool in increasing health professionals’ level of knowledge, skill and confidence to treat people with eating disorders. The results also demonstrated that online training reduced health professionals’ personal bias towards people with eating disorders. Limitations of this study include the use of self-report measures rather than observation of the health professional in clinical practice. As a result, it is not possible to make determinations regarding the translation of these results to clinical settings.ConclusionsThe findings of this study suggest that online training programs may present an innovative solution to the considerable workforce development challenges faced by clinicians needing training in eating disorders.

Interventions to reduce the stigma of eating disorders: A systematic review and meta‐analysis

“…Five studies using education or contact strategies included attitudinal measures of stigma (Brownlow et al, ; Duffy & Henkel, ; Iles, Seate, & Waks, ; Katterman & Klump, ; Shepherd, ). Attitudinal measures were less ED‐specific than those in etiological studies, for instance the Adjective Rating Form (participants rate how much negative adjectives describe a target) and an opinions scale (common opinions about people with mental illness, e.g., they are to blame for their condition) which are used in general mental illness stigma research (Brownlow et al, ; Duffy & Henkel, ). Other studies included scales or items specifically designed for the study (Duffy & Henkel, ; Iles et al, ).…”

“…Education involves teaching people factually correct information about the stigmatized condition or group, and often involves replacing commonly held but untrue stereotypes with correct information, to produce attitude and behavior change (Corrigan & Penn, ). Education based interventions for EDs aim to improve mental health literacy (MHL), by teaching the audience about aspects of EDs such as causes, symptoms, treatments, and help‐seeking strategies (Brownlow et al, ; Gratwick‐Sarll & Bentley, ; Hart, Jorm, & Paxton, ). In addition to reducing stigma, the information provided to the audience can be valuable in improving the support they offer to an individual with an ED (Brownlow et al, ; Gratwick‐Sarll & Bentley, ; Hart et al, ).…”

“…Education based interventions for EDs aim to improve mental health literacy (MHL), by teaching the audience about aspects of EDs such as causes, symptoms, treatments, and help‐seeking strategies (Brownlow et al, ; Gratwick‐Sarll & Bentley, ; Hart, Jorm, & Paxton, ). In addition to reducing stigma, the information provided to the audience can be valuable in improving the support they offer to an individual with an ED (Brownlow et al, ; Gratwick‐Sarll & Bentley, ; Hart et al, ). However, its usefulness as a specific ED stigma reduction strategy, and whether it produces stigma reductions equal to contact‐based interventions, is not known.…”

Preditores da aprendizagem e instrumentos de transferência de treinamento: um estudo com profissionais da saúde pública

“…Resultados semelhantes foram encontrados em outros estudos que mostraram que as ações educacionais em EAD podem contribuir para a promoção de altos níveis de 181 aprendizagem nos profissionais de saúde (Bennett et al, 2014;Brownlow et al, 2015;Godoy et al, 2012).…”

“…Entretanto, os autores salientam que esses resultados podem ser explicados pela duração curta da ação educacional e pela amostra reduzida de participantes do estudo. Brownlow et al (2015) avaliaram a aprendizagem de um treinamento a distância sobre transtornos alimentares oferecido para 187 profissionais de saúde da Austrália. A análise do teste de Wilcoxon mostrou que, após a conclusão do programa, os participantes relataram um aumento significativo dos conhecimentos sobre disfunção endócrina e melhora nas habilidades clínicas de avaliação e de tratamento de transtornos alimentares A partir do exposto, percebe-se o significativo interesse dos pesquisadores pela avaliação da aprendizagem em ações educacionais a distância no contexto da saúde pública.…”