Training in Cognitive-Behavioural Psychotherapy
Roberta Stoppa, Silvia Grazioli, Sara Palmieri, Alessia Offredi, Giovanni Maria Ruggiero, Sandra Sassaroli, Gabriele Caselli
The present study examines the differences and similarities between in-person and online training in cognitive-behavioural psychotherapy in terms of (a) fatigue, engagement, and satisfaction, (b) learning effectiveness, and (c) long-term knowledge retention. A total of 162 trainees from Studi Cognitivi Formazione participated in workshops delivered either synchronously online or in person, structured identically and conducted by the same instructors to minimize confounding effects. Using a mixed design (training modality: between-subjects factor; assessment time: within-subjects factor), questionnaires were administered at the end of each workshop and again one year later. Results indicate that immediate learning outcomes and self-report ratings were comparable across the two modalities. Online lessons were associated with greater long-term retention of perceived clinical knowledge (η²p = .08, medium effect). These findings support the potential value of blended approaches that combine the cognitive advantages of online delivery with the relational and affective strengths of face-to-face training.
Keywords
Remote training, Psychotherapy training, Learning outcomes, Student attitudes, Teaching effectiveness.
