Perspectives on competency-based feedback for training non-specialists to deliver psychological interventions: multi-site qualitative study of the EQUIP competency-based approach
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Perspectives on competency-based feedback for training non-specialists to deliver psychological interventions : multi-site qualitative study of the EQUIP competency-based approach. / Elnasseh, Abdelrhman; Mehta, Varun S; Manolova, Gergana; Pedersen, Gloria A; Golden, Shannon; Eloul, Liyam; Gebrekristos, Frezgi; Collins, Pamela Y; Mutavi, Teresia; Mbwayo, Anne W; Mathai, Muthoni; Concepcion, Tessa; El Masri, Rozane; Steen, Frederik; Galea, Jerome T; Contreras, Carmen; Akellot, Josephine; Kasujja, Rosco; Wasereka, Samuel; Mutamba, Byamah Brian; Tol, Wietse A; Raji, Mansurat; Moufarrej, Sacha; Schafer, Alison; Kohrt, Brandon A.
In: BJPsych Open, Vol. 10, No. 4, e125, 2024.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Perspectives on competency-based feedback for training non-specialists to deliver psychological interventions
T2 - multi-site qualitative study of the EQUIP competency-based approach
AU - Elnasseh, Abdelrhman
AU - Mehta, Varun S
AU - Manolova, Gergana
AU - Pedersen, Gloria A
AU - Golden, Shannon
AU - Eloul, Liyam
AU - Gebrekristos, Frezgi
AU - Collins, Pamela Y
AU - Mutavi, Teresia
AU - Mbwayo, Anne W
AU - Mathai, Muthoni
AU - Concepcion, Tessa
AU - El Masri, Rozane
AU - Steen, Frederik
AU - Galea, Jerome T
AU - Contreras, Carmen
AU - Akellot, Josephine
AU - Kasujja, Rosco
AU - Wasereka, Samuel
AU - Mutamba, Byamah Brian
AU - Tol, Wietse A
AU - Raji, Mansurat
AU - Moufarrej, Sacha
AU - Schafer, Alison
AU - Kohrt, Brandon A
PY - 2024
Y1 - 2024
N2 - BACKGROUND: The use of feedback to address gaps and reinforce skills is a key component of successful competency-based mental health and psychosocial support intervention training approaches. Competency-based feedback during training and supervision for personnel delivering psychological interventions is vital for safe and effective care.AIMS: For non-specialists trained in low-resource settings, there is a lack of standardised feedback systems. This study explores perspectives on competency-based feedback, using structured role-plays that are featured on the Ensuring Quality in Psychosocial and Mental Health Care (EQUIP) platform developed by the World Health Organization and United Nations Children's Fund.METHOD: Qualitative data were collected from supervisors, trainers and trainees from multiple EQUIP training sites (Ethiopia, Kenya, Lebanon, Peru and Uganda), from 18 key informant interviews and five focus group discussions (N = 41 participants). Qualitative analysis was conducted in Dedoose, using a codebook with deductively and inductively developed themes.RESULTS: Four main themes demonstrated how a competency-based structure enhanced the feedback process: (a) competency-based feedback was personalised and goal-specific, (b) competency-based feedback supported a feedback loop, (c) competency-based feedback supported a comfortable and objective feedback environment, and (d) competency-based feedback created greater opportunities for flexibility in training and supervision.CONCLUSIONS: A better understanding of the role of feedback supports the implementation of competency-based training that is systematic and effective for trainers and supervisors, which ultimately benefits the learning process for trainees.
AB - BACKGROUND: The use of feedback to address gaps and reinforce skills is a key component of successful competency-based mental health and psychosocial support intervention training approaches. Competency-based feedback during training and supervision for personnel delivering psychological interventions is vital for safe and effective care.AIMS: For non-specialists trained in low-resource settings, there is a lack of standardised feedback systems. This study explores perspectives on competency-based feedback, using structured role-plays that are featured on the Ensuring Quality in Psychosocial and Mental Health Care (EQUIP) platform developed by the World Health Organization and United Nations Children's Fund.METHOD: Qualitative data were collected from supervisors, trainers and trainees from multiple EQUIP training sites (Ethiopia, Kenya, Lebanon, Peru and Uganda), from 18 key informant interviews and five focus group discussions (N = 41 participants). Qualitative analysis was conducted in Dedoose, using a codebook with deductively and inductively developed themes.RESULTS: Four main themes demonstrated how a competency-based structure enhanced the feedback process: (a) competency-based feedback was personalised and goal-specific, (b) competency-based feedback supported a feedback loop, (c) competency-based feedback supported a comfortable and objective feedback environment, and (d) competency-based feedback created greater opportunities for flexibility in training and supervision.CONCLUSIONS: A better understanding of the role of feedback supports the implementation of competency-based training that is systematic and effective for trainers and supervisors, which ultimately benefits the learning process for trainees.
U2 - 10.1192/bjo.2024.37
DO - 10.1192/bjo.2024.37
M3 - Journal article
C2 - 38826043
VL - 10
JO - BJPsych Open
JF - BJPsych Open
SN - 2056-4724
IS - 4
M1 - e125
ER -
ID: 394593616