Abstract Professional training is essential to delivery of evidence-based parenting supports. While traditional training models have relied on in-person delivery, online training for professionals is increasingly common, yet often lacking in evidence. This study aimed to provide a framework for understanding how an existing evidence-based parenting training program could be further developed in an online context. Ten highly experienced Triple P trainers participated in semi-structured interviews. Using reflexive thematic analysis, our results summarise key competencies in Triple P delivery; critical aspects of the training process that support the development of these key competencies; challenges and benefits associated with delivering Triple P training via synchronous online platforms; and challenges and recommendations that should be considered when transitioning to a potential asynchronous online training platform. The results showed that self-regulation was a key competency for Triple P practitioners and also the key issue to address when moving towards a fully asynchronous online training program given the loss of live engagement. A hybrid synchronous-asynchronous training model was recommended as the most effective online training method targeting the required range of competencies, though evaluations of hybrid model parenting interventions are sparse and practical implementation may be complex. Online professional training programs should judiciously balance the potential effects of reduced interpersonal connection on its users with the need to maximise accessibility for their target populations, particularly as reliance on digital training continues to grow globally. Further implications for the design of online training for evidence‑based parenting interventions are discussed alongside broad guidance for enhancing the effectiveness of online professional training approaches.
Morawska et al. (Sat,) studied this question.