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Developing a scalable training model in global mental health: pilot study of a video-assisted training Program for Generalist Clinicians in Rural Nepal

  • B. Acharya (a1) (a2) (a3), J. Tenpa (a1), M. Basnet (a3) (a4), S. Hirachan (a3) (a5), P. Rimal (a1), N. Choudhury (a1), P. Thapa (a1), D. Citrin (a1) (a6) (a7) (a8), S. Halliday (a1) (a7), S. B. Swar (a1) (a9), C. van Dyke (a2), B. Gauchan (a1), B. Sharma (a3), E. Hung (a2) and M. Ekstrand (a10)...
Abstract
Background.

In low- and middle-income countries, mental health training often includes sending few generalist clinicians to specialist-led programs for several weeks. Our objective is to develop and test a video-assisted training model addressing the shortcomings of traditional programs that affect scalability: failing to train all clinicians, disrupting clinical services, and depending on specialists.

Methods.

We implemented the program -video lectures and on-site skills training- for all clinicians at a rural Nepali hospital. We used Wilcoxon signed-rank tests to evaluate pre- and post-test change in knowledge (diagnostic criteria, differential diagnosis, and appropriate treatment). We used a series of ‘Yes’ or ‘No’ questions to assess attitudes about mental illness, and utilized exact McNemar's test to analyze the proportions of participants who held a specific belief before and after the training. We assessed acceptability and feasibility through key informant interviews and structured feedback.

Results.

For each topic except depression, there was a statistically significant increase (Δ) in median scores on knowledge questionnaires: Acute Stress Reaction (Δ = 20, p = 0.03), Depression (Δ = 11, p = 0.12), Grief (Δ = 40, p < 0.01), Psychosis (Δ = 22, p = 0.01), and post-traumatic stress disorder (Δ = 20, p = 0.01). The training received high ratings; key informants shared examples and views about the training's positive impact and complementary nature of the program's components.

Conclusion.

Video lectures and on-site skills training can address the limitations of a conventional training model while being acceptable, feasible, and impactful toward improving knowledge and attitudes of the participants.

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Copyright
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Corresponding author
*Address for correspondence: B. Acharya, University of California San Francisco, Psychiatry, 401 Parnassus Ave, San Franciso, CA 94143, USA. (Email: Bibhav.Acharya@ucsf.edu)
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Global Mental Health
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