Perspectives on competency-based feedback for training non-specialists to deliver psychological interventions: multi-site qualitative study of the EQUIP competency-based approach.

Journal: BJPsych open

Volume: 10

Issue: 4

Year of Publication: 

Affiliated Institutions:  Center for Global Mental Health Equity, Department of Psychiatry and Behavioral Health, The George Washington School of Medicine and Health Sciences, USA. London School of Hygiene and Tropical Medicine, UK. The Center for Victims of Torture, Addis Ababa, Ethiopia. Johns Hopkins Bloomberg School of Public Health, Johns Hopkins University, USA. Department of Psychiatry, School of Medicine, College of Health Sciences, University of Nairobi, Kenya. Department of Global Health, University of Washington, USA. Research and Development Department, War Child, Beirut, Lebanon. Research and Development Department, War Child, Amsterdam, The Netherlands. School of Social Work, University of South Florida, USA. Socios En Salud, San Isidro, Peru. HealthRight International, Kampala, Uganda. Department of Mental Health, Makerere University, Uganda. Butabika Hospital, Kampala, Uganda. Section of Global Health, Department of Public Health, University of Copenhagen, Denmark. Department of Mental Health and Substance Abuse, World Health Organization, Geneva, Switzerland.

Abstract summary 

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.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.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 ( = 41 participants). Qualitative analysis was conducted in Dedoose, using a codebook with deductively and inductively developed themes.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.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.

Authors & Co-authors:  Elnasseh Abdelrhman A Mehta Varun S VS Manolova Gergana G Pedersen Gloria A GA Golden Shannon S Eloul Liyam L Gebrekristos Frezgi F Collins Pamela Y PY Mutavi Teresia T Mbwayo Anne W AW Mathai Muthoni M Concepcion Tessa T El Masri Rozane R Steen Frederik F Galea Jerome T JT Contreras Carmen C Akellot Josephine J Kasujja Rosco R Wasereka Samuel S Mutamba Byamah Brian BB Tol Wietse A WA Raji Mansurat M Moufarrej Sacha S Schafer Alison A Kohrt Brandon A BA

Study Outcome 

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Statistics
Citations : 
Authors :  25
Identifiers
Doi : 10.1192/bjo.2024.37
SSN : 2056-4724
Study Population
Male,Female
Mesh Terms
Other Terms
Education and training;low- and middle-income countries;psychosocial interventions;qualitative research;transcultural psychiatry
Study Design
Study Approach
Country of Study
Uganda
Publication Country
England