Provider Training and Implementation Experiences Following Engagement with a Web-Based Training for TF-CBT

Background Well-constructed web-courses can increase provider knowledge of and self-efficacy to deliver evidence-based treatments (EBTs), such as Trauma-Focused Cognitive Behavior Therapy (TF-CBT). However, there is limited research examining why providers engage in EBT training web-courses (and why they do not complete them), as well as whether these providers might engage in further training and use of the EBT after the web-course.Objective To examine engagement and reports of training in, and implementation of, TF-CBT among providers who recently participated in TFCBTWeb2.0 (a web-course for learning TF-CBT) and determine if web-course completion status (e.g. completer vs. non-completer) influences TF-CBT training and use.Methods Participants (N = 1029; 85.23% cisgender women; 66.28% White; Mage = 36.21) who registered for TFCBTWeb2.0 completed questionnaires assessing TF-CBT training experiences, reasons for starting/stopping TFCBTWeb2.0, and use of TF-CBT in clinical practice. Web-course participation data from TFCBTWeb2.0 was also obtained. Differences in professional characteristics, reasons for starting TFCBTWeb2.0, engagement in training, and use of TF-CBT across three completion status groups (Completers, Non-Completers, Invalid Completers) were evaluated using Chi-square tests of independence.Results Participants across groups were similar regarding professional characteristics (e.g. degree type, theoretical orientation). Significant differences were found across groups regarding the most important reasons for starting TFCBTWeb2.0. Completers were more likely to report starting TFCBTWeb2.0 because of participation in a TF-CBT workshop or graduate course compared to Non-Completers. Most participants (i.e. >70%) had not engaged in any other TF-CBT training besides TFCBTWeb2.0. Moreover, 26.04% of participants with no other TF-CBT training besides the web-course reported using TF-CBT with at least one patient.Conclusions While web-courses offer an easily accessible training opportunity, significant efforts should be made within the field to increase and promote training activities beyond the online space (e.g. consultation). Results also provide supportive evidence on how web-courses might increase learner engagement and promote additional training among providers.