Identifying Essential Topics for an Introductory Training Course on Eating Disorders:

There are no widely agreed-upon guidelines in the United States for topics that should be included in introductory training courses for identifying and treating eating disorders (EDs). The purpose of this study was to conduct a Delphi survey, bringing together a diverse group of experts to reach consensus on essential topics to include in a training course. Participants were invited to participate in three rounds of a Delphi study. In round 1, participants rated 124 items on a 5-point scale indicating how important each topic was to include in a training course. Write-in options were also included. Pre-determined definitions of “endorsed”, “re-rate”, and “rejected” items guided quantitative analyses, while write-in options were analyzed with content analysis and added to round 2. Participants then evaluated “re-rate” items and the new items derived from qualitative analyses. In round 3, remaining “re-rate” items were evaluated, along with feedback on how participants rated each item in round 2. Forty-nine items were endorsed after round 1, 25 after round 2, and 11 after round 3 for a total of 85 endorsed items. Forty-one items were rejected after round 1, 10 after round 2, and 21 after round 3, for a total of 72 rejected items. A diverse group of experts reached consensus on 85 topics that should be included in an introductory training course on EDs. The findings from this study may be used to develop future trainings in a range of settings and for a range of learners. There are no widely agreed-upon guidelines in the United States for topics that should be included in introductory training courses for identifying and treating eating disorders (EDs). The purpose of this study was to conduct a Delphi survey, bringing together a diverse group of experts to reach consensus on essential topics to include in a training course. ED experts who identified primarily as clinicians, researchers, or individuals with lived experience participated in a 3-round Delphi study to reach consensus on topics that should be included in an introductory training course on identifying and treating EDs. Eighty-five items were endorsed as essential or important, and 72 items were rejected. Only two of 20 treatment modalities/components were endorsed (family-based treatment and psychoeducation). Write-in options from round 1of the study resulted in helpful additional categories and items, such as “myths, misconceptions, and stereotypes about EDs”. The results of this comprehensive survey can guide the future design and implementation of training courses on EDs for a variety of learners across a number of disciplines.