Accepted for/Published in: JMIR Pediatrics and Parenting
Date Submitted: Jan 24, 2024
Open Peer Review Period: Jan 24, 2024 - Mar 20, 2024
Date Accepted: Jun 11, 2024
(closed for review but you can still tweet)
Online Delivery of Interprofessional Adverse Childhood Experiences Training to Rural Providers: Usability Study
ABSTRACT
Background:
The population health burden of adverse childhood experiences (ACEs) reflects a critical need for evidence-based provider training. Rural children are also more likely than urban children to have any ACEs. A large proportion of providers are unaware of the detrimental effects of adverse childhood experiences (ACEs). There is a significant documented need for training providers about ACEs and trauma informed care, in addition to a demand for that training.
Objective:
Our objective was to develop, implement, and evaluate an online ACEs training curriculum tailored to Missouri providers, particularly those in rural areas given the higher prevalence of ACEs.
Methods:
From July 2021 to June 2022, we conducted literature reviews and environmental scans of training videos, partner organizations, clinical practice guidelines, and community-based resources to curate appropriate and tailored content for the course. We developed the ACEs training course in the Canvas learning platform with the assistance of an instructional designer and media designer. The course was certified for continuing medical education as well as continuing education for licensed professional counselors, psychologists, and social workers. Recruitment occurred via key stakeholder email invitations and snowball recruitment.
Results:
Overall, 135 providers across Missouri requested enrollment, with 73% enrolling and accessing the training. Of the latter, 49% completed course requirements, with 100% of respondents agreeing the content was relevant to their work, life, or practice; that they intend to apply the content to their work, life, or practice; they feel confident to do so; and would recommend the course to others. Qualitative responses supported active intent to translate knowledge into practice.
Conclusions:
This study demonstrated feasibility, acceptability, and effectiveness of interprofessional workforce ACEs training. Robust interest statewide reflects recognition of the topic’s importance and intention to translate knowledge to practice.
Citation
Request queued. Please wait while the file is being generated. It may take some time.
Copyright
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.