Evaluation and Uptake of an Online ADHD Psychoeducation Training for Primary Care Health Care Professionals: Implementation Study

TL;DR

An online ADHD training program for healthcare professionals increased knowledge and confidence, was widely adopted, and received positive feedback despite challenges.

Contribution

The study evaluates the implementation and uptake of an online ADHD training program in primary care, highlighting its adoption and feedback over four years.

Findings

The online ADHD training modules were accessed over 20,000 times internationally, primarily by users from the US and UK.

Survey feedback showed high ratings for usefulness and likelihood to inform practice, though some improvements were suggested.

The training's impact extended beyond GPs to other healthcare professionals, despite challenges like the pandemic.

Abstract

Health care professionals seldom receive training on neurodevelopmental conditions such as attention-deficit/hyperactivity disorder (ADHD). An online training was co-developed to address some of the gaps in knowledge and understanding in primary care. A randomized controlled trial demonstrated that the training increased knowledge and confidence and improved practice.

This report highlights the implementation of the training in practice and follow-up 4 years post evaluation.

The online ADHD training comprises 2 modules: “Understanding ADHD” and “The Role of the GP,” each taking approximately 45 minutes to complete. The training targets general practitioners primarily but is open to other health care professionals and parents. Feedback was collected through a survey at the end of the training, and the training has been widely adopted by various organizations internationally and nationally.

Between December 2019 and January 2024, the “Understanding ADHD” module was accessed more than 13,486 times, while the “Role of the GP” module was accessed 7018 times, primarily by users from the United States and the United Kingdom. Survey results from both modules showed positive feedback with high ratings for usefulness, likelihood to inform practice, and recommendation to colleagues. Some suggestions for improvement included reducing the negative focus on ADHD consequences and incorporating more positive aspects of ADHD.

This ADHD online training program, despite facing implementation challenges, has seen positive outcomes, including international translation and high user ratings. Suggestions for improvement were received, but some were not feasible due to regional variations in ADHD pathways. The training’s impact extended beyond GPs to other health care professionals, although the COVID-19 pandemic posed obstacles to dissemination efforts. Nonetheless, ongoing plans aim to expand the training’s implementation globally.

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