Live vs. Livestream Classes for Fatherhood Program Modality

Overseen By Patty Howell, PhD

Age: 18+

Sex: Male

Trial Phase: Academic

Sponsor: Healthy Relationships California

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: 2

Duration: 6-12 weeks

510 Participants Needed

Trial Summary

What is the purpose of this trial?

The Cal-FIRE project is designed to offer the R3 Academy for Dads, a robust 24-hour program, to predominantly low-income adult fathers, ages 18 and over in the state of California. The R3 Academy is an evidence-based parenting curriculum that helps fathers strengthen their relationships with their child, with their spouse/co-parent, and at work. The program also includes two evidence-based components that address economic stability and an innovative approach to Case Management that fosters client self-direction. The R3 Academy curricula will be delivered in both English and Spanish through two modalities: 1) live classes and 2) livestream classes via a video conferencing platform. The Local Evaluation will examine how modality, or in other words attending a live class versus a livestream class, influences the effectiveness of responsible fatherhood education when it comes to father involvement and coparenting. The question of modality is a timely one. In the COVID-19 era, many programs have become exclusively online-but the potential impact on effectiveness is not well known. Data from this study will help illuminate what can be gained or jeopardized in a world increasingly moving toward modes of virtual engagement. Specifically, the current evaluation will explore potential similarities and differences related to the implementation of the two modalities and their influence of father outcomes. Specific research questions include: RQ1: How do live (control) and livestream (treatment) responsible fatherhood workshops compare on father involvement outcomes? RQ2: How do live (control) and livestream (treatment) workshops compare on father involvement outcomes? RQ3: Do program effects last beyond program completion?

Will I have to stop taking my current medications?

The trial information does not specify whether you need to stop taking your current medications.

What data supports the effectiveness of the treatment Live vs. Livestream Classes for Fatherhood Program Modality?

Research on blended learning, which combines online and in-person methods, shows it can be more effective than traditional classroom-only approaches, with greater knowledge gains and lower dropout rates. This suggests that a mix of live and livestream classes for fatherhood programs might also be effective. ^{1 2 3 4 5}

Is participating in live or livestream fatherhood classes safe?

The research does not provide specific safety data for live or livestream fatherhood classes, but similar educational formats have been used safely in other contexts, such as medical and disability management education, without reported safety concerns. ^{1 5 6 7 8}

How is the Livestream Modality treatment for fatherhood programs different from other treatments?

The Livestream Modality for fatherhood programs is unique because it offers real-time, online classes that can be accessed remotely, providing flexibility and convenience compared to traditional in-person classes. This approach allows fathers to participate from anywhere, potentially reducing dropout rates and increasing engagement, similar to the benefits seen in other educational settings that use live-streaming. ^{2 5 9 10 11}

Research Team

Patty Howell

Principal Investigator

Healthy Relationships California

Jason Krafsky

Principal Investigator

Healthy Relationships California

Dyann Collins

Principal Investigator

Healthy Relationships California

Kevin Shafer, PhD

Principal Investigator

Brigham Young University

Eligibility Criteria

This trial is for fathers aged 18 or older, living in California with at least one child who is under the age of 24. It's designed to help these dads improve their parenting skills and relationships with their children and co-parents.

Inclusion Criteria

I am a father, over 18, with a child 24 or younger living in California.

Timeline

Screening

Participants are screened for eligibility to participate in the trial

1-2 weeks

1 visit (virtual or in-person)

Treatment

Participants attend the R3 Academy for Dads program, delivered in either live or livestream format

6-12 weeks

Weekly sessions (live or livestream)

Follow-up

Participants are monitored for changes in father involvement and coparenting outcomes

4 months

1 follow-up survey

Treatment Details

Interventions

• Live Modality
• Livestream Modality
• R3 Academy for Dads

Trial Overview The study compares two ways of delivering the R3 Academy for Dads program: live, in-person classes (control) versus livestreamed classes online (treatment). The goal is to see which method is more effective at improving father involvement and co-parenting.

Participant Groups

Group I: Livestream Modality Experimental Treatment 1 Intervention

The livestream modality is considered the treatment group for the purpose of this quasi-experimental study.

Group II: Live Modality Experimental Treatment 1 Intervention

The live modality is considered the control group for the purpose of this quasi-experimental study.

Livestream Modality is already approved in United States for the following indications:

Approved in United States as Livestream Modality for:

• Fatherhood Education
• Parenting Skills Enhancement
• Economic Stability Support

Who Is Running the Clinical Trial?

Healthy Relationships California

Lead Sponsor

Trials

2

Recruited

770+

Findings from Research

Recorded lectures (RLs) are effective for learning in clinical courses, showing knowledge gains comparable to traditional face-to-face lectures (FLs) based on a comprehensive study involving multiple phases.

Students prefer using RLs as a supplement to FLs rather than a complete replacement, indicating that a blended learning approach may be the most beneficial for their education.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Evaluating learning of medical students through recorded lectures in clinical courses. Orellano, C., Carcamo, C.[2021]

A virtual learning platform effectively engaged 58 third-year medical students during COVID-19, allowing them to continue their surgical education through online modules and coaching focused on core entrustable professional activities (EPAs).

The program resulted in high student engagement with 100% attendance and demonstrated progressive proficiency in skills, indicating that virtual learning can successfully supplement traditional clinical training, especially when students have prior hands-on experience.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Homeschooling Surgery Students: Washington State University's Longitudinal Integrated Clerkship Transitioned to a Hybrid-Virtual Platform Triggered by the COVID-19 Pandemic. Kumar, AS.[2022]

A fully online blended learning course on spinal surgery was effective, with significant reductions in learning gaps for participants, particularly in two of the three topics covered.

High satisfaction rates were reported by both faculty and learners, indicating that the asynchronous components of the course contributed meaningfully to the overall learning experience.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Evaluation of Blended Online Learning in Three Spinal Surgery Educational Courses. Acaroglu, E., Assous, M., Bransford, R., et al.[2022]

The transition to a hybrid format for the Pediatric Basic Course, which included online self-directed learning and discussions, was well-received, with 87% of attendees finding the online materials clear and valuable.

Both the face-to-face and hybrid courses effectively improved participants' knowledge and confidence in pediatric critical care, with no significant differences in overall satisfaction or confidence scores between the two formats.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Pediatric basic course goes virtual: transition from face to face to hybrid learning in pediatric critical care. Zanin, A., Caragol, AA., Tortorolo, L., et al.[2023]

The blended online and in-person training approach for prospective resource parents resulted in significantly greater knowledge gains compared to the traditional classroom-only method, based on a study of 111 participants.

The blended approach also led to much lower dropout rates during training, indicating it may be a more effective and engaging method for prospective resource parents.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Efficacy of Blended Preservice Training for Resource Parents. White, L., Delaney, R., Pacifici, C., et al.[2019]

Online delivery of disability management instruction is more effective than in-class delivery, resulting in a 5% higher score on outcome measures.

This finding suggests that professionals seeking to enhance their competencies in disability management may benefit more from online educational formats compared to traditional classroom settings.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Disability Management Education: Does the Instructional Delivery Modality Make a Difference? Dyck, DE.[2017]

A survey of 1,290 parents of children aged 5-12 revealed that those whose children received virtual or combined instruction reported worse mental health and well-being indicators compared to those with in-person instruction.

The findings suggest that children and parents engaged in virtual learning may face increased risks to their mental, emotional, and physical health, highlighting the need for additional support and community actions to facilitate a safe return to in-person schooling.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Association of Children's Mode of School Instruction with Child and Parent Experiences and Well-Being During the COVID-19 Pandemic - COVID Experiences Survey, United States, October 8-November 13, 2020. Verlenden, JV., Pampati, S., Rasberry, CN., et al.[2021]

The Center for Perinatal Education and Lactation at NYU Langone Hospitals successfully transitioned its childbirth education program to a virtual format in March 2020 to continue supporting expectant and new families during the COVID-19 pandemic.

Live discussion webinars, such as 'Ask the Educator,' proved to be effective in connecting with families and reducing their anxiety, highlighting the importance of adapting educational methods in response to crisis situations.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Connecting with Families through Virtual Perinatal Education during the COVID-19 Pandemic. Pasadino, F., DeMarco, K., Lampert, E.[2021]

A study involving 20 participants found no significant difference in learning outcomes between synchronous and asynchronous faculty support during an online course on trimalleolar ankle fractures.

Both teaching methods were effective, suggesting that asynchronous learning can be a viable option for continuous medical education in orthopedics, although further research with larger sample sizes is needed.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Effectiveness of synchronous vs asynchronous faculty aid in learning how to diagnose, plan and perform a 44C ankle fracture osteosynthesis in a synthetic bone model. Arroyo-Berezowsky, C., Ochoa-Olvera, L., Jorba-Elguero, P., et al.[2023]

Students in pediatric and obstetrical nursing courses (N = 53) provided feedback on their experiences with both live and video-streamed lectures, highlighting the strengths of each format.

The survey results suggest that both teaching methods have unique advantages and offer insights on how to enhance their effectiveness for better learning outcomes.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Case study: student perceptions of video streaming nursing class sessions. Wall Parilo, DM., Parsh, B.[2014]

A survey of 118 first and second year medical students revealed that both recorded lectures and live-streaming lectures were viewed as more educationally valuable than traditional face-to-face lectures, with average ratings of 4.55 and 4.09 respectively.

Removing live-streaming lectures alone did not significantly increase classroom attendance, suggesting that while students value live-streaming, it does not necessarily drive them to attend in-person lectures more frequently.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Adding Live-Streaming to Recorded Lectures in a Non-Distributed Pre-Clerkship Medical Education Model. Sandhu, A., Fliker, A., Leitao, D., et al.[2018]

References

1. England pubmed.ncbi.nlm.nih.gov

Evaluating learning of medical students through recorded lectures in clinical courses. [2021]

2. United States pubmed.ncbi.nlm.nih.gov

Homeschooling Surgery Students: Washington State University's Longitudinal Integrated Clerkship Transitioned to a Hybrid-Virtual Platform Triggered by the COVID-19 Pandemic. [2022]

3. United States pubmed.ncbi.nlm.nih.gov

Evaluation of Blended Online Learning in Three Spinal Surgery Educational Courses. [2022]

4. England pubmed.ncbi.nlm.nih.gov

Pediatric basic course goes virtual: transition from face to face to hybrid learning in pediatric critical care. [2023]

5. United States pubmed.ncbi.nlm.nih.gov

Efficacy of Blended Preservice Training for Resource Parents. [2019]

6. United States pubmed.ncbi.nlm.nih.gov

Disability Management Education: Does the Instructional Delivery Modality Make a Difference? [2017]

7. United States pubmed.ncbi.nlm.nih.gov

Association of Children's Mode of School Instruction with Child and Parent Experiences and Well-Being During the COVID-19 Pandemic - COVID Experiences Survey, United States, October 8-November 13, 2020. [2021]

8. United States pubmed.ncbi.nlm.nih.gov

Connecting with Families through Virtual Perinatal Education during the COVID-19 Pandemic. [2021]

9. Mexico pubmed.ncbi.nlm.nih.gov

Effectiveness of synchronous vs asynchronous faculty aid in learning how to diagnose, plan and perform a 44C ankle fracture osteosynthesis in a synthetic bone model. [2023]

10. United States pubmed.ncbi.nlm.nih.gov

Case study: student perceptions of video streaming nursing class sessions. [2014]

11. Netherlands pubmed.ncbi.nlm.nih.gov

Adding Live-Streaming to Recorded Lectures in a Non-Distributed Pre-Clerkship Medical Education Model. [2018]