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

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dc.contributor.authorElnasseh, Abdelrhman
dc.contributor.authorMehta, Varun S
dc.contributor.authorManolova, Gergana
dc.contributor.authorPedersen, Gloria A
dc.contributor.authorGolden, Shannon
dc.contributor.authorEloul, Liyam
dc.contributor.authorGebrekristos, Frezgi
dc.contributor.authorCollins, Pamela Y
dc.contributor.authorMutavi, Teresia
dc.contributor.authorMbwayo, Anne W
dc.contributor.authorMathai, Muthoni
dc.contributor.authorConcepcion, Tessa
dc.contributor.authorEl Masri, Rozane
dc.contributor.authorSteen, Frederik
dc.contributor.authorGalea, Jerome T
dc.contributor.authorContreras, Carmen
dc.contributor.authorAkellot, Josephine
dc.contributor.authorKasujja, Rosco
dc.contributor.authorWasereka, Samuel
dc.contributor.authorMutamba, Byamah Brian
dc.contributor.authorTol, Wietse A.
dc.contributor.authorRaji, Mansurat
dc.contributor.authorMoufarrej, Sacha
dc.contributor.authorSchafer, Alison
dc.contributor.authorKohrt, Brandon A
dc.date.accessioned2024-06-14T07:55:41Z
dc.date.available2024-06-14T07:55:41Z
dc.date.issued2024-05
dc.description.abstractAbstract Background 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. Aims 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. Method 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 (N = 41 participants). Qualitative analysis was conducted in Dedoose, using a codebook with deductively and inductively developed themes. Results 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. Conclusions 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.en_US
dc.identifier.citationElnasseh, Abdelrhman, Varun S. Mehta, Gergana Manolova, et al. 'Perspectives on Competency-Based Feedback for Training Non-Specialists to Deliver Psychological Interventions: Multi-Site Qualitative Study of the EQUIP Competency-Based Approach', BJPsych Open, vol. 10/no. 4, (2024), pp. e125-e125.en_US
dc.identifier.issnISSN 2056-4724
dc.identifier.issnEISSN 2056-4724
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/9565
dc.language.isoenen_US
dc.publisherCambridge University Pressen_US
dc.subjectEducation and training; transcultural psychiatry; qualitative research; psychosocial interventions; low- and middle-income countriesen_US
dc.titlePerspectives on competency-based feedback for training non-specialists to deliver psychological interventions: multi-site qualitative study of the EQUIP competency-based approachen_US
dc.typeArticleen_US
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