OBJECTIVE College students are at particularly high risk for mental health problems, such as eating disorders, which are associated with functional impairment, distress, and morbidity, but barriers limit implementation of evidence-based interventions at colleges. We evaluated the effectiveness and implementation quality of a peer educator (PE) delivered eating disorder prevention program (the Body Project [BP]), which has a broad evidence-based using a train-the-trainer (TTT) approach and experimentally evaluated three levels of implementation support. METHOD We recruited 63 colleges with peer educator programs and randomly assigned them to (a) receive a 2-day TTT training in which peer educators were trained to implement the Body Project and supervisors were taught how to train future peer educators (TTT), (b) TTT training plus a technical assistance (TA) workshop (TTT + TA), or (c) TTT plus the TA workshop and quality assurance (QA) consultations over 1-year (TTT + TA + QA). Colleges recruited undergraduates (N = 1,387, 98% female, 55% White) to complete Body Project groups. RESULTS There were no significant differences across condition for attendance, adherence, competence, and reach, though nonsignificant trends suggested some benefit of TTT + TA + QA relative to TTT for adherence and competence (ds = .40 and .30). Adding TA and QA to TTT was associated with significantly larger reductions in risk factors and eating disorder symptoms. CONCLUSIONS Results suggest that the Body Project can be effectively implemented at colleges using peer educators and a TTT approach and that adding TA and QA resulted in significantly larger improvements in outcomes for group participants, and marginally higher adherence and competence. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

中文翻译：

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增加对大学同伴教育者提供循证预防计划实施支持的实验测试。

目标大学生出现精神健康问题的风险特别高，例如饮食失调，这些问题与功能障碍、痛苦和发病率有关，但障碍限制了大学循证干预的实施。我们评估了同伴教育者 (PE) 提供的饮食失调预防计划（身体项目 [BP]）的有效性和实施质量，该计划使用培训师培训 (TTT) 方法具有广泛的证据基础，并通过实验评估了三个实施支持水平。方法 我们招募了 63 所拥有同伴教育计划的大学，并随机分配给他们 (a) 接受为期 2 天的 TTT 培训，培训同伴教育者实施身体项目，并教导主管如何培训未来的同伴教育者 (TTT)，(b) TTT 培训加技术援助 (TA) 研讨会 (TTT + TA)，或 (c) TTT 加 TA 研讨会和质量保证 (QA) 超过 1 年的咨询 (TTT + TA + QA)。大学招募本科生（N = 1,387，98% 女性，55% 白人）来完成身体项目小组。结果 在出勤率、依从性、能力和影响范围方面没有显着差异，尽管不显着的趋势表明 TTT + TA + QA 相对于 TTT 在依从性和能力方面有一些好处（ds = .40 和 .30）。在 TTT 中添加 TA 和 QA 与风险因素和饮食失调症状的显着减少有关。结论 结果表明，使用同伴教育者和 TTT 方法可以在大学有效地实施身体项目，并且添加 TA 和 QA 可以显着改善小组参与者的结果，并略微提高依从性和能力。（PsycInfo 数据库记录 (c) 2023 APA，保留所有权利）。