Scholarlink

<p>The global rise in youth mental ill-health is exacerbated by a shortage of clinicians trained in evidence-based care, making it difficult to translate research into effective practice – especially for body dysmorphic disorder (BDD), an adolescent-onset condition that often goes undetected and untreated. This study aimed to explore clinicians’ experiences of participation in an online educational programme focused on the assessment and treatment of BDD in youth. We also aimed to investigate their use of newly learned skills after completing the programme. Semi-structured interviews were conducted with 12 clinicians who had completed the online education. Conventional content analysis was used, identifying three main categories. <i>The online format – personal and flexible</i> included reports on building personal connection within online education, flexibility allowing for individualised and integrated learning, and on-demand online supervision facilitating participation. <i>Educational content – motivated learning and facilitated application</i> concerned diverse perceptions of test value, challenge and impact, varying content presentation making the education effective and credible, interactive and practical content for real-world application, and personalised and supportive learning through detailed feedback. <i>Learning outcomes – increased knowledge and changed working practices</i> included descriptions of enhanced proficiency in assessment and treatment of BDD, transdiagnostic value and use, and spreading knowledge and improving clinical routines. Participants reported generally positive experiences of the training and changes in working practices following training. Limitations were also noted, such as insufficient applied skills training and peer support. Future improvements should focus on enhancing practical skills training and providing additional implementation support at both clinician and organisational level.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Clinicians’ Experiences of an Online Training Programme in Assessing and Treating Body Dysmorphic Disorder in Youth: A Qualitative Study

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年1月27日

查看全文
  • Martina Gumpert,
  • Emma Högberg Ragnarsson,
  • Anita Birovecz,
  • Daniel Rautio,
  • Tobias Lundgren,
  • Lorena Fernández de la Cruz,
  • David Mataix-Cols,
  • Markus Jansson-Fröjmark,
  • Sara Ingvarsson

摘要

The global rise in youth mental ill-health is exacerbated by a shortage of clinicians trained in evidence-based care, making it difficult to translate research into effective practice – especially for body dysmorphic disorder (BDD), an adolescent-onset condition that often goes undetected and untreated. This study aimed to explore clinicians’ experiences of participation in an online educational programme focused on the assessment and treatment of BDD in youth. We also aimed to investigate their use of newly learned skills after completing the programme. Semi-structured interviews were conducted with 12 clinicians who had completed the online education. Conventional content analysis was used, identifying three main categories. The online format – personal and flexible included reports on building personal connection within online education, flexibility allowing for individualised and integrated learning, and on-demand online supervision facilitating participation. Educational content – motivated learning and facilitated application concerned diverse perceptions of test value, challenge and impact, varying content presentation making the education effective and credible, interactive and practical content for real-world application, and personalised and supportive learning through detailed feedback. Learning outcomes – increased knowledge and changed working practices included descriptions of enhanced proficiency in assessment and treatment of BDD, transdiagnostic value and use, and spreading knowledge and improving clinical routines. Participants reported generally positive experiences of the training and changes in working practices following training. Limitations were also noted, such as insufficient applied skills training and peer support. Future improvements should focus on enhancing practical skills training and providing additional implementation support at both clinician and organisational level.