C H Lo, Y K Wong, A B Rad
Model-based fault diagnosis in continuous dynamic systems
ISA transactions
largescale evidencebased interventions face challenges program fidelity implementation developed implementation strategies support teachers implementing evidencebased hiv prevention program schools focus youth caribbean foyc caribbean informed parents children together cimpact bahamas examined effects implementation strategies teachers implementation subsequent year initial implementation covid19 pandemic data collected 79 grade 6 teachers 24 government elementary schools teachers completed training workshops preimplementation questionnaire record characteristics perceptions might affect program fidelity school coordinators peer mentors provided teachers monitoring feedback mentoring year 1 teachers average taught 793 sessions 808 core activities teachers year 2 covered 842 sessions 729 core activities teachers good excellent school coordinators second year taught significantly sessions average 78 vs 70 204 p 005 core activities 263 vs 230 241 p 005 teachers satisfactory coordinators teachers good satisfactory mentor taught sessions teachers mentor 79 vs 73 222 p 003 twolevel mixedeffects model analysis indicated teachers program fidelity year 1 confidence execution core activities school coordinators performance significantly associated year 2 implementation dose implementation foyc cimpact significantly associated improved student outcomes teachers maintained high fidelity comprehensive hiv prevention program 2 years covid19 pandemic future program implementers consider additional implementation support improve implementation schoolbased programs