Symposia
Dissemination & Implementation Science
Alice Zhang, Ph.D.
Assistant Professor
University of Kansas Medical Center
Lawrence, Kansas
ilana Engel, mA
GRA
KUMC
KANSAS CITY, Kansas
Stephanie Punt, Ph.D.
Fellow
University of California Los Angeles
Los angeles, California
Annaleis Giovanetti, M.A.
GRA
University of Kansas
Lawrence, Kansas
Erin Hambrick, Ph.D.
Assistant Professor
University of Missouri - Kansas City
Kansas City, Missouri
Joah Williams, Ph.D.
Assistant Professor
University of Missouri-Kansas City
Kansas City, MO
Melissa Maras, PhD
Consultant
University of Missouri
Columbia, MO
Leni Swails, Ph.D.
Assistant Professor
Pediatrics
Kansas City, Kansas
Mariana Rincon Caicedo, PhD
Graduate Student
University of Kansas
Lawrence, Kansas
Eve-Lynn Nelson, Ph.D.
Professor
University at Kansas
Parkville, Missouri
Background: To improve access to mental and behavioral health needs exacerbated by the pandemic and stressors, the Telehealth ROCKS team prioritized training on evidence-based cognitive and behavioral strategies using Project ECHO (Extension for Community Healthcare Outcomes). We describe the ECHO model and three specific ECHO series: suicide prevention, mental and behavioral health strategies to support youth returning to school, and caring for children with medical complexity.
Method: The “Keeping Kids Safe,” the “Back to School”, and the “Caring for Children with Medical Complexity” series were created to respond to the needs of collaborating rural school and community partners. The target audience included educators, mental health providers, health providers across school and community. Each series used didactic presentations and de-identified case examples presented by participants. Pre and post-data were collected to examine if a change in knowledge and practice occurred.
Results: The three ECHO series had a total of 392 registrants. “Keeping Kids Safe” respondents’ confidence in using best-practice approaches for pediatric suicide prevention and intervention increased from pre-session (M = 3.11) to post-session (M = 4.04). Respondents of “Back to School” indicated that the ECHOs were highly relevant to their work and enhanced perceived professional competence (Mpre = 3.45, Mpost = 3.77). The Medical Complexity ECHO participants qualitatively indicated that the training content was informative and interactive. Across ECHOs, participants also learned about trauma-focused interventions and local referral resources available. Case-based discussions were noted as the most beneficial aspect of the series.
Conclusion: The use of ECHOs to create a community of learners helps bridge the knowledge and practice gap in supporting youth with trauma, mental and behavioral, and physical health needs in rural and underserved communities. Telementoring using the Project ECHO model can maximize limited resources, providing access to specialty care training, peer support, and shared resources to educators and service providers in rural communities.