A Randomized-Controlled Trial of the Effects of Online Training on Implementation Fidelity

Autor/inn/en	Drake, Pamela M.; Firpo-Triplett, Regina; Glassman, Jill R.; Ong, Seow Ling; Unti, Lisa
Titel	A Randomized-Controlled Trial of the Effects of Online Training on Implementation Fidelity
Quelle	In: American Journal of Sexuality Education, 10 (2015) 4, S.351-376 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-6128
DOI	10.1080/15546128.2015.1091758
Schlagwörter	Online Courses; Fidelity; Control Groups; Program Effectiveness; Program Evaluation; Prevention; Curriculum; Health Education; Sex Education; Acquired Immunodeficiency Syndrome (AIDS); Risk; Teaching Methods; Outcomes of Education; Diaries; Effect Size; Scores; Knowledge Level; Role Playing; Video Technology; Youth; Pretests Posttests; Teacher Attitudes; Sexuality; Pregnancy; Sexually Transmitted Diseases; Audio Equipment; Statistical Analysis; Interviews; Regression (Statistics) + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Programme evaluation; Programmevaluation; Prävention; Vorbeugung; Curricula; Lehrplan; Rahmenplan; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Risiko; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Diary; Tagebuch; Wissensbasis; Rollenspiel; Jugend; Jugendlicher; Jugendalter; Lehrerverhalten; Sexualität; Schwangerschaft; Sexual transmitted disease; Geschlechtskrankheit; Audio-CD; Statistische Analyse; Interviewing; Interviewtechnik; Regression; Regressionsanalyse
Abstract	The effectiveness of evidence-based programs can be compromised if the program is not implemented with fidelity. This article describes the evaluation of an online training to improve implementation fidelity to an evidence-based HIV prevention curriculum, Reducing the Risk, through online skills-based instruction and support. Educators were randomly assigned to either the online training or a self-preparation control group. The primary outcome was the proportion of lesson activities implemented completely. Measurement of the main outcome was obtained through self-report logs, which educators were asked to complete following each of the 16 lessons taught. Data were analyzed from 162 educators. The online training group reported significantly higher overall implementation fidelity compared to the standard control group with modest effect sizes (p = 0.04-0.051 and Cohen's d = 0.31-0.33). Additionally, when fidelity scores were compared for just the core activities, implementation fidelity was significantly higher for the training group compared to the control group (p = 0.023; d = 0.36). The online training group also reported significant improvements in knowledge of the curriculum and perceptions of knowledge and skills in role-play improvement (p < 0.001-0.013; d = 0.40-0.62). However, many of the other secondary outcomes analyzed were not significant. Online training with video demonstrations may be an effective way to enhance implementation fidelity in educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01