A qualitative study of modifications and adaptations to an evidence-based prevention intervention during implementation on college campuses.
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| Title: | A qualitative study of modifications and adaptations to an evidence-based prevention intervention during implementation on college campuses. |
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| Authors: | Duru, Chinwendu (AUTHOR), Bearman, Sarah Kate (AUTHOR), Rohde, Paul (AUTHOR), Shaw, Heather (AUTHOR), Stice, Eric (AUTHOR) |
| Source: | Eating Disorders. Jul/Aug2026, Vol. 34 Issue 4, p397-413. 17p. |
| Subjects: | Prevention of eating disorders, Pearson correlation (Statistics), Supervision of employees, Research funding, Qualitative research, Occupational roles, Affinity groups, Evaluation of human services programs, Universities & colleges, Interviewing, Descriptive statistics, Psychological adaptation, Thematic analysis, Research, Research methodology, Health education, Evidence-based medicine, College students |
| Geographic Terms: | California |
| Abstract: | Rates of eating disorders increase during young adulthood, but access to evidence-based intervention is limited in routine healthcare settings such as on college campuses. A preventive approach and task-shifting eating disorder interventions to peer educators trained by on-campus supervisors might increase access, but may introduce changes as they move further from developer oversight. Modifications are commonplace during implementation in routine care settings; understanding the nature of these modifications can help to clarify whether they improve intervention fit or undermine fidelity. Peer education supervisors from 63 colleges that implemented an evidence-based preventive intervention for eating disorders (Body Project) as part of a larger randomized trial completed semi-structured interviews about modifications made to the Body Project when it was delivered by peer educators. Thematic analyses of the interviews using the Framework for Reporting Adaptations and Modifications-Expanded (FRAME) suggested that modifications were primarily fidelity-consistent, adherent, planned/proactive, and made to improve fit with recipients. Results support prior work suggesting that delivery of evidence-based interventions in routine settings may require at least minor modifications to meet recipient needs without compromising fidelity. This study was preregistered with ClinicalTrials: . [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Rates of eating disorders increase during young adulthood, but access to evidence-based intervention is limited in routine healthcare settings such as on college campuses. A preventive approach and task-shifting eating disorder interventions to peer educators trained by on-campus supervisors might increase access, but may introduce changes as they move further from developer oversight. Modifications are commonplace during implementation in routine care settings; understanding the nature of these modifications can help to clarify whether they improve intervention fit or undermine fidelity. Peer education supervisors from 63 colleges that implemented an evidence-based preventive intervention for eating disorders (Body Project) as part of a larger randomized trial completed semi-structured interviews about modifications made to the Body Project when it was delivered by peer educators. Thematic analyses of the interviews using the Framework for Reporting Adaptations and Modifications-Expanded (FRAME) suggested that modifications were primarily fidelity-consistent, adherent, planned/proactive, and made to improve fit with recipients. Results support prior work suggesting that delivery of evidence-based interventions in routine settings may require at least minor modifications to meet recipient needs without compromising fidelity. This study was preregistered with ClinicalTrials: . [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10640266 |
| DOI: | 10.1080/10640266.2025.2497638 |
