JMIR Publications

ABSTRACT

Background:

People with intellectual and developmental disabilities are at increased health related risks due to the COVID-19 pandemic. Virtual training programs that support providers in caring for the physical and mental health needs of this population, as well provide psychological support to the providers themselves are favourable during the pandemic.

Objective:

This study describes the design, implementation and evaluation of a virtual educational COVID focused ECHO® program to support providers in caring for the mental health of the IDD population during the COVID-19 pandemic.

Methods:

A rapid design thinking approach was used to develop a 6-session long program, with sessions incorporating mindfulness practice, a wellness check, COVID-19 related research and policy updates, a didactic presentation on a combination mental health and COVID related topic, and a case-based discussion to encourage practical learning. The program was evaluated using Moore’s evaluation framework, specifically looking at levels 1-5 (participation, satisfaction, learning, self-efficacy and change in practice), as well as additional reflection measures around innovations to the program. Qualitative feedback from open-text responses were analysed using a modified manifest content analysis.

Results:

Care providers from both health and disability service sectors (n=104) participated in the program. High levels of engagement (81 participants per session on average) and satisfaction (overall mean satisfaction score of 4.31±0.17 out of 5) were observed. Statistically significant improvements in mean self-efficacy scores (19.8%) and mean scores on support and coping measures were seen. Participants also rated high agreement with the newly developed COVID-19 program and its innovative components. Open text feedback responses showed participants felt: ECHO expanded their knowledge and competency, and created this sense of being part of a community of practice; there was value seen for the COVID-19 innovations; ECHO supported the gaining and sharing of resources not just within the smaller group of participants, but with their broader teams and organizations as well; ECHO facilitated changes to participants’ practice via their approach to client care, and increased confidence in supporting clients and families.

Conclusions:

ECHO is an effective model for capacity building programs with a shared learning approach. Future iterations should include targeted evaluation of long term outcomes such as staff burn out. Clinical Trial: This research work doesn't involve a clinical trial.