Teacher Training
Conditions
Keywords
Sexual, health
Brief summary
The proposed virtual training prototype will provide Making Proud Choices (MPC) facilitator trainees the opportunity to make decisions, build facilitator skills, practice core concepts and enhance self-efficacy with a virtual audience programmed to display a range of behaviors and emotions, simulating a true-to-life experience with immediate feedback. Seventy-two adults who have experience working with adolescents but not with MPC, STI, or pregnancy prevention education will receive MPC training. Participants will be randomly assigned to either: 1) virtual training in the MPC module on condom use n=36), or 2) dfusion/ETR's traditional in-person training in the same module (n=36). Using mixed methods (survey, focus groups, observations), the project will evaluate the virtual training's impact on STI/pregnancy prevention knowledge, teaching efficacy, and teaching skills and its usability, feasibility, and acceptability.
Detailed description
Dfusion, in partnership with the RAND Corporation, Allen Interactions and Dr. Loretta Jemmott (MPC developer), proposes to develop an online avatar-based virtual training that can make MPC training more accessible while still being as effective as in-person. In this Phase I STTR, we will develop and test a prototype of the online, avatar-based virtual training for activities of MPC and test it with 72 adults who have experience working with adolescents (but not with MPC or any HIV/STI/teen pregnancy risk-reduction program). At random, 36 will receive traditional in-person MPC training, and 36 will receive avatar-based MPC training. The avatar group (n=36) will be compared to the in-person group (n=36) on their STI/pregnancy prevention knowledge, teaching efficacy, and teaching skills. The scientific premise is that avatar-based virtual training will prepare educators to implement the popular evidence-based MPC as effectively as traditional (and expensive) face-to-face trainings. The specific aims are: * Aim 1: Develop a prototype for a novel, online avatar-based virtual training for select components of the evidence-based STI/pregnancy risk reduction program Making Proud Choices. * Aim 2: Using mixed methods (survey, focus groups, observations), evaluate the avatar-based training's preliminary impact on facilitator STI/pregnancy prevention knowledge, teaching efficacy, and teaching skills compared to in-person training, as well as its usability and acceptability. By developing novel tools/platforms to improve the dissemination and implementation of evidence-based behavioral interventions to prevent STIs/teen pregnancy, this application is in line with the priorities of the NICHD Population Dynamics Branch, which supports reproductive health research on STIs and family planning. If successful, not only will dfusion proceed to Phase II, but the findings could inform other nascent efforts to develop avatar facilitator trainings that could make a range of evidence-based programs more accessible to community-based organizations.
Interventions
OTHERE-based virtual facilitator training for Making Proud Choices
Participants complete the Making Proud Choices (MPC) facilitator training using an e-based virtual trainer on a computer. Making Proud Choices! (MPC) is an evidence-based pregnancy and HIV/STI risk-reduction program for youth. The facilitator training prepares educators to effectively deliver the MPC curriculum.
OTHERIn-person facilitator training for Making Proud Choices
Participants complete the Making Proud Choices (MPC) facilitator training using the standard in-person training method. Making Proud Choices! (MPC) is an evidence-based pregnancy and HIV/STI risk-reduction program for youth. The facilitator training prepares educators to effectively deliver the MPC curriculum.
Sponsors
dfusion Inc
RAND
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Masking description
No masking was done as the assignment was evident based on the type of training offered. However, participants were unaware of the other options.
Intervention model description
Participants were randomly assigned to one of two groups: in-person training or e-based virtual training.
Eligibility
Sex/Gender
ALL
Age
21 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* age 21+ and have no prior experience with MPC or providing STI or pregnancy prevention education
Exclusion criteria
* non-English speaking
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Implementation Fidelity: Conducting Condom Line-up | up to 1 hour post teacher training | Participants teach an activity that is video recorded and coded for fidelity to the Making Proud Choices curriculum. Participants are scored on the completion of multiple curriculum tasks by two coders as 2=done correctly, 1=done partially correct, or 0=not done correctly. This particular measure was a single item about the degree to which the teacher correctly conducted the condom line up activity. |
| Training Knowledge of Condom Line-Up Activity | 30 minutes before teacher training and 30 minutes after training | 7-item survey measure of knowledge related to condom safety and objectives of the condom line-up module of Making Proud Choices. Responses were coded as correct (1) and incorrect (0). Averaging together the 0s and 1, we calculated a percentage correct for the whole 7 item survey, with 100% being all correct, and 0% being all incorrect. |
| Change in Teaching Self-efficacy | 30 minutes before teacher training and 30 minutes after training | 4-item self-efficacy measure assessing confidence in teaching condom safety, rated from 1 (not at all) to 7(extremely). Scores were averaged to create a self-efficacy scale score. Change scores were calculated by subtracting scores Post-Pre Training. |
| Implementation Fidelity: Discuss Steps in Condom Use | 1 hour after training | Participants teach an activity that is video recorded and coded for fidelity to the Making Proud Choices curriculum. Participants are scored on the completion of multiple curriculum tasks by two coders as 2=done correctly, 1=done partially correct, or 0=not done correctly. This particular measure was a single item about the degree to which the teacher correctly discussed the steps in the activity on how to use a condom properly. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Applicability of Training | 30 minutes after teacher training | 10-item measure of perceived applicability of Making Proud Choices e-based facilitator training. Items were rated on a 7-point scale (strongly agree to strongly disagree). All items were averaged together to create a total score, with higher scores representing greater perceptions of applicability. Thus, the high score is 7 (training perceived as most applicable). The low score is 1 (training perceived as the least applicable). Only participants in the E-based Virtual Training group were asked these questions. |
| Overall Impression | 30 minutes after teacher training | Participants overall impressions of the training were assessed using 4 item measure, rated on a 7-point Likert scale (very difficult to use to very easy to use, very boring to very interesting, very amateurish to very professional, and very basic to very informative). Items were average to create an overall impression score, with higher scores reflecting greater overall impression. Thus, the high score is 7 (training perceived with the highest favorable impression). The low score is 1 (training perceived with the least favorable impression). Only participants of the E-based Virtual Training group answered these questions. |
| Acceptability of Training | 30 minutes after teacher training | 19-item measure of perceived acceptability of Making Proud Choices e-based facilitator training. The overall score, which is an average of all 19 items, uses a 7-point scale (strongly agree to strongly disagree). Higher scores equal greater acceptability. Thus, the high score is 7 (training perceived as most acceptable). The low score is 1 (training perceived as the least acceptable). Only the participants of the E-based Virtual Training group were asked these questions. |
Countries
United States
Participant flow
Participants by arm
| Arm | Count |
|---|---|
| E-based Virtual Training Participants in the e-based virtual training (up to 8 participants per session) will be placed at one of eight computers (with headphones), which we estimate will take less time (about 40 minutes), due to the individualized learning and 1:1 nature of the training instead of 1:15. Participants will complete the condom-line up facilitator training module that corresponds to the Making Proud Choices curriculum.
E-based virtual facilitator training for Making Proud Choices: Participants complete the Making Proud Choices (MPC) facilitator training using an e-based virtual trainer on a computer. Making Proud Choices! (MPC) is an evidence-based pregnancy and HIV/STI risk-reduction program for youth. The facilitator training prepares educators to effectively deliver the MPC curriculum. | 31 |
| In-person Training Participants in-person training will participate in a class with 15-20 participants like the usual MPC training environment. The training will last 1 hour. Like the e-based virtual training, participants will complete the condom-line up facilitator training module that corresponds to the Making Proud Choices curriculum.
In-person facilitator training for Making Proud Choices: Participants complete the Making Proud Choices (MPC) facilitator training using the standard in-person training method. Making Proud Choices! (MPC) is an evidence-based pregnancy and HIV/STI risk-reduction program for youth. The facilitator training prepares educators to effectively deliver the MPC curriculum. | 22 |
| Total | 53 |
Baseline characteristics
| Characteristic | E-based Virtual Training | In-person Training | Total |
|---|---|---|---|
| Age, Continuous | 36.7 years STANDARD_DEVIATION 13.4 | 40.8 years STANDARD_DEVIATION 14.1 | 38.4 years STANDARD_DEVIATION 13.7 |
| Race/Ethnicity, Customized Race and ethnicity Hispanic | 3 Participants | 4 Participants | 7 Participants |
| Race/Ethnicity, Customized Race and ethnicity Multiple Race | 1 Participants | 2 Participants | 3 Participants |
| Race/Ethnicity, Customized Race and ethnicity Non-Hispanic Asian | 6 Participants | 2 Participants | 8 Participants |
| Race/Ethnicity, Customized Race and ethnicity Non-Hispanic Black | 4 Participants | 2 Participants | 6 Participants |
| Race/Ethnicity, Customized Race and ethnicity Non-Hispanic White | 17 Participants | 11 Participants | 28 Participants |
| Race/Ethnicity, Customized Race and ethnicity unknown | 0 Participants | 1 Participants | 1 Participants |
| Region of Enrollment United States | 31 participants | 22 participants | 53 participants |
| Sex: Female, Male Female | 18 Participants | 11 Participants | 29 Participants |
| Sex: Female, Male Male | 13 Participants | 11 Participants | 24 Participants |
Adverse events
| Event type | EG000 affected / at risk | EG001 affected / at risk |
|---|---|---|
| deaths Total, all-cause mortality | 0 / 31 | 0 / 22 |
| other Total, other adverse events | 0 / 31 | 0 / 22 |
| serious Total, serious adverse events | 0 / 31 | 0 / 22 |
Outcome results
Primary
Change in Teaching Self-efficacy
4-item self-efficacy measure assessing confidence in teaching condom safety, rated from 1 (not at all) to 7(extremely). Scores were averaged to create a self-efficacy scale score. Change scores were calculated by subtracting scores Post-Pre Training.
Time frame: 30 minutes before teacher training and 30 minutes after training
Population: in-person and online training participants
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| E-based Virtual Training | Change in Teaching Self-efficacy | .59 score on a scale | Standard Deviation 0.99 |
| In-person Training | Change in Teaching Self-efficacy | .75 score on a scale | Standard Deviation 0.69 |
Primary
Implementation Fidelity: Conducting Condom Line-up
Participants teach an activity that is video recorded and coded for fidelity to the Making Proud Choices curriculum. Participants are scored on the completion of multiple curriculum tasks by two coders as 2=done correctly, 1=done partially correct, or 0=not done correctly. This particular measure was a single item about the degree to which the teacher correctly conducted the condom line up activity.
Time frame: up to 1 hour post teacher training
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| E-based Virtual Training | Implementation Fidelity: Conducting Condom Line-up | 1.67 score on an item | Standard Deviation 0.44 |
| In-person Training | Implementation Fidelity: Conducting Condom Line-up | 1.26 score on an item | Standard Deviation 0.56 |
Primary
Implementation Fidelity: Discuss Steps in Condom Use
Participants teach an activity that is video recorded and coded for fidelity to the Making Proud Choices curriculum. Participants are scored on the completion of multiple curriculum tasks by two coders as 2=done correctly, 1=done partially correct, or 0=not done correctly. This particular measure was a single item about the degree to which the teacher correctly discussed the steps in the activity on how to use a condom properly.
Time frame: 1 hour after training
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| E-based Virtual Training | Implementation Fidelity: Discuss Steps in Condom Use | 1.15 score on an item | Standard Deviation 0.88 |
| In-person Training | Implementation Fidelity: Discuss Steps in Condom Use | 0.79 score on an item | Standard Deviation 0.93 |
Primary
Training Knowledge of Condom Line-Up Activity
7-item survey measure of knowledge related to condom safety and objectives of the condom line-up module of Making Proud Choices. Responses were coded as correct (1) and incorrect (0). Averaging together the 0s and 1, we calculated a percentage correct for the whole 7 item survey, with 100% being all correct, and 0% being all incorrect.
Time frame: 30 minutes before teacher training and 30 minutes after training
Population: Total population separated by e-based and in-person training
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| E-based Virtual Training | Training Knowledge of Condom Line-Up Activity | Pre-training | 63.3 Percent correct | Standard Deviation 21.1 |
| E-based Virtual Training | Training Knowledge of Condom Line-Up Activity | Post-training | 96.6 Percent correct | Standard Deviation 4.5 |
| In-person Training | Training Knowledge of Condom Line-Up Activity | Pre-training | 66.7 Percent correct | Standard Deviation 19.3 |
| In-person Training | Training Knowledge of Condom Line-Up Activity | Post-training | 100.0 Percent correct | Standard Deviation 0 |
Secondary
Acceptability of Training
19-item measure of perceived acceptability of Making Proud Choices e-based facilitator training. The overall score, which is an average of all 19 items, uses a 7-point scale (strongly agree to strongly disagree). Higher scores equal greater acceptability. Thus, the high score is 7 (training perceived as most acceptable). The low score is 1 (training perceived as the least acceptable). Only the participants of the E-based Virtual Training group were asked these questions.
Time frame: 30 minutes after teacher training
Population: Only the participants of the E-based Virtual Training were asked these questions because they only applied to the online training.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| E-based Virtual Training | Acceptability of Training | 5.80 score on a scale | Standard Deviation 1.12 |
Secondary
Applicability of Training
10-item measure of perceived applicability of Making Proud Choices e-based facilitator training. Items were rated on a 7-point scale (strongly agree to strongly disagree). All items were averaged together to create a total score, with higher scores representing greater perceptions of applicability. Thus, the high score is 7 (training perceived as most applicable). The low score is 1 (training perceived as the least applicable). Only participants in the E-based Virtual Training group were asked these questions.
Time frame: 30 minutes after teacher training
Population: Only participants in the E-based Virtual Training group were asked these questions.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| E-based Virtual Training | Applicability of Training | 5.55 score on a scale | Standard Deviation 1.18 |
Secondary
Overall Impression
Participants overall impressions of the training were assessed using 4 item measure, rated on a 7-point Likert scale (very difficult to use to very easy to use, very boring to very interesting, very amateurish to very professional, and very basic to very informative). Items were average to create an overall impression score, with higher scores reflecting greater overall impression. Thus, the high score is 7 (training perceived with the highest favorable impression). The low score is 1 (training perceived with the least favorable impression). Only participants of the E-based Virtual Training group answered these questions.
Time frame: 30 minutes after teacher training
Population: Only participants of the E-based Virtual Training group answered these questions.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| E-based Virtual Training | Overall Impression | 5.46 score on a scale | Standard Deviation 1.15 |