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

What You Need to Know Before You Apply

What is the purpose of this trial?

This trial aims to compare the effectiveness of live versus livestream classes for a fatherhood program called the R3 Academy for Dads. The program helps fathers enhance their relationships with their children and co-parents and improve their economic stability. Researchers seek to determine whether attending in-person or virtual classes affects fathers' involvement levels. Fathers living in California with at least one child aged 24 or younger are suitable candidates for this trial. As an unphased trial, participants can provide valuable insights into fatherhood programs and potentially improve their family dynamics.

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 prior data suggests that these program modalities are safe for participants?

Research has shown that both in-person and online classes for the R3 Academy for Dads are safe and well-received. This program is an educational course aimed at helping fathers enhance their relationships and financial stability, not a medical treatment. Since the program involves attending classes instead of using medical treatments or drugs, it does not carry the typical safety concerns of clinical trials. The main focus is on how the delivery method—in-person or online—affects the program's success. Participants in both groups can expect a safe and supportive learning environment. ^{1 2 3 4 5}

Why are researchers excited about this trial?

Researchers are excited about this trial because it explores how different formats of delivering a fatherhood program can impact learning and engagement. The trial compares a Livestream Modality with a traditional Live Modality to see which is more effective in reaching and educating dads. This is particularly intriguing because while live classes have been the norm, a livestream format can offer greater flexibility and accessibility, potentially allowing more fathers to participate from the comfort of their own homes. By understanding the strengths and weaknesses of each approach, researchers hope to find out how to best support dads in their parenting journey.

What evidence suggests that these modalities are effective for fatherhood education?

Research shows that the R3 Academy for Dads program helps fathers become more involved and improve their co-parenting skills. Studies have found that programs like this can strengthen relationships with children and partners. The R3 Academy provides useful parenting tools and communication skills to help fathers improve their relationships at home and work. This trial will compare the Livestream Modality, which participants may receive, with the Live Modality, to understand any differences in effectiveness between these two types of classes. Although specific data comparing in-person and online classes is not yet available, both are expected to offer similar benefits. ^{1 3 4 6 7}

Who Is on the Research Team?

Kevin Shafer, PhD

Principal Investigator

Brigham Young University

Patty Howell

Principal Investigator

Healthy Relationships California

Jason Krafsky

Principal Investigator

Healthy Relationships California

Dyann Collins

Principal Investigator

Healthy Relationships California

Are You a Good Fit for This Trial?

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.

Timeline for a Trial Participant

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

What Are the Treatments Tested in This Trial?

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.

How Is the Trial Designed?

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+

Published Research Related to This Trial

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]

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]

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 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]

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]

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]

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]

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]

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]

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This workshop gives fathers the parenting tools, communication skills, relationship insights, and encouraging support to improve their relationships.

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