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Dissertation Defence: Integrated primary care in Canada: Examining the effectiveness of an adapted online-training curriculum among training psychologists
May 12 at 9:00 am - 12:00 pm
Megumi Iyar, supervised by Dr. Lesley Lutes, will defend their dissertation titled ” Integrated primary care in Canada: Examining the effectiveness of an adapted online-training curriculum among training psychologists” in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology.
An abstract for Megumi’s dissertation is included below.
Examinations are open to all members of the campus community as well as the general public.
Please email email@example.com to receive the zoom link for this defence.
Mental health concerns among Canadians are common, and primary care settings are often considered the first point of contact in addressing these issues. Despite the increased interest and the growing body of literature demonstrating the benefits of collaboration between medicine and psychology, the integration of these fields in primary care settings is limited. There is some research to suggest that increasing education and training in integrated primary care can foster interest among psychology trainees and can facilitate collaboration between disciplines– however there is a gap in the availability of empirically validated training curriculums tailored to the specifics of Canadian health care. The purpose of the present study was to evaluate the impact of implementing an adapted brief-online training curriculum on integrated primary care for psychology graduate trainees in Canada. The aim was to determine whether a brief-online training curriculum was an effective means to increase interest, attitudes, and understanding of integrated primary care. Sixty-six graduate students (Mage = 29.41, SD = 5.42) currently enrolled in a professional psychology graduate program participated in the training. Participants completed measures prior to the start of the adapted-online curriculum. Once baseline measures were completed, access to the brief-online curriculum was provided. Following successful completion of the online curriculum, participants were asked to complete post-training study measures. The results of the present study showed that the implementation of an adapted brief-online training increased psychology trainees’ interest, and their perceived and actual knowledge of integrated primary care. In contrast, attitudes (both negative and favourable) did not significantly change following the training. Participants indicated high satisfaction and acceptability ratings, and feasibility was attained as over 75% of the sample completed the training in the estimated 60-minutes. The results of the present study may help address the gaps in psychology graduate student training by describing and validating a curriculum specific to integrated primary care that can be efficiently integrated to psychology graduate student coursework.