Using Blended Learning to Implement Evidence-Based Psychotherapies

Authors


Address correspondence to Michael A. Cucciare, PhD, Center for Health Care Evaluation, Veterans Affairs Palo Alto Health Care System, Stanford University School of Medicine, 795 Willow Road (152), Menlo Park, CA 94025, USA. E-mail: cucciare@hotmail.com.

Abstract

Historically, clinicians have learned about evidence-based psychotherapies (EBPs) by reading therapy manuals and/or attending clinical training workshops. However, researchers agree that such methods alone are insufficient to support the implementation of EBPs. This article explores the concept of blended learning (BL) and its potential for facilitating the implementation of EBPs. Blended learning refers to integration of multiple methods of information delivery into a single learning system. Implementation of EBPs describes a specific set of activities that are designed to promote the uptake and sustained adoption of a psychotherapeutic approach, strategy, or technique that has demonstrable empirical support. This article reviews the most common methods by which EBPs are currently disseminated and implemented, defines the concept of BL, and presents some examples of different elements that can be combined into a BL system. Three models of BL are presented and illustrations of these BL formulations are provided using examples from the extant literature. This article concludes with a summary and recommendations for future research.

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