The combination of feedback and modeling in online simulation training of child sexual abuse interviews improves interview quality in clinical psychologists

Abstract

Background: Previous research has shown the effectiveness of simulation training using avatars paired with feedback in improving child sexual abuse interview quality. However, it has room for improvement.

Objective: The present study aimed to determine if the combination of two interventions, feedback and modeling, would further improve interview quality compared to either intervention alone.

Participants: Thirty-two clinical psychologists were randomly assigned to a feedback, modeling, or the combination of feedback and modeling group.

Methods: The participants conducted five simulated child sexual abuse interviews online while receiving the intervention(s) corresponding to their allocated group. Feedback was provided after each interview and consisted of the outcome of the alleged cases and comments on the quality of the questions asked in the interviews. Modeling was provided after the 1st interview and consisted of learning points and videos illustrating good and bad questioning methods.

Results: The proportion of recommended questions improved over the five interviews when considering all groups combined. The combined intervention (vs. feedback alone) showed a higher proportion of recommended questions from the 2nd interview onward while the difference between the combined intervention and modeling alone and the difference between the modeling alone and feedback alone were mostly not significant. The number of correct details were affected in the same way. No significant differences in the number of incorrect details were found.

Conclusions: The results show that the combination of feedback and modeling achieves improvement greater than that of feedback alone.

Keywords: Behavior modeling; Child sexual abuse (CSA); Feedback; Investigative interviewing; Remote learning; Simulation training.