(PS11-C73) Evaluation of TF-CBT Web 2.0 and CPT Web 2.0

Online or web-based trainings on evidence-based treatments (EBTs) are an important component of larger evidence-based practice training models and also increase the dissemination and implementation of EBTs by addressing common training barriers professionals may experience (e.g., financial constraints). This is especially important for trauma-focused EBTs, where lack of provider availability and adherence to the treatment models are frequently observed. However, there exists limited research on the efficacy of web-based trainings, as most studies exploring these trainings have focused on courses designed for a specific research project. To address these limitations, this project explored engagement in two, large-scale web-courses for trauma-focused EBTs: TF-CBTWeb 2.0 for Trauma-Focused Cognitive-Behavioral Therapy and CPTWeb 2.0 for Cognitive Processing Therapy. This project characterized the populations of individuals participating in the courses (i.e., learners) and examined knowledge acquisition according to level of engagement. Data were extracted for 174,193 learners from TF-CBTWeb 2.0 and 12,024 learners for the CPTWeb 2.0. This included information on learner characteristics (gender and professional identity, years of experience, country of origin) and knowledge acquisition based on pre- and post-test scores for each web-course module. For both web-courses across all levels of participation, most learners identified as female ( >70%), having < 5 years of professional experience ( >60%), and being located within the U.S. ( >80%). For TF-CBTWeb 2.0, examination of changes in group proportions based on completion status (i.e., only started vs. completed the course) indicated that males (compared to females), and trainees or early career professionals (compared to those with terminal degrees and 10+ years of experience), were more likely to complete the course (all χ² p’s< .001). Moreover, U.S. learners were more likely to complete a course compared to international learners for both web-courses. Learners who engaged in TF-CBTWeb 2.0 prior to the COVID-19 pandemic also had slightly higher completion rates compared to peri-COVID-19 learners. All learners demonstrated significant increases in knowledge for each treatment component of TF-CBT and CPT, regardless of level of participation (all pre- vs. post-test scores t-test p’s< .001). Taken together, these findings suggest that web-courses can be an effective tool for increasing professionals’ knowledge on EBTs. Further, trends in completion rates for both web-courses emphasize the potential importance of system level factors (e.g., agency support) to help increase the likelihood of a learner completing this type of EBT trainings.