Facilitators and barriers to implementing the Project ECHO model: perspectives of 8 ECHO implementation teams.

Allison MK, Bogulski CA, McCoy HC, Silva R, Hayes CJ, Andersen JA, Eswaran H. Facilitators and barriers to implementing the Project ECHO model: perspectives of 8 ECHO implementation teams. Medical education online. 2025 Dec 1; 30(1):2473476, DOI: 10.1080/10872981.2025.2473476.

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Abstract:

BACKGROUND: Project ECHO has emerged as a leading telementoring modality for continuing medical education, particularly for providers practicing in rural and underserved areas with limited access to specialty care. The efficacy and utility of the ECHO model in healthcare training is well documented, though there is less literature focused on the determinants of ECHO implementation. OBJECTIVE: This study aims to assess facilitators and barriers to implementing the ECHO model. METHODS: We conducted virtual focus groups with eight Project ECHO implementation teams ( = 29 individuals) across the United States. Guided by the Consolidated Framework for Implementation Research (CFIR), focus groups explored experiences implementing the ECHO model and assessed facilitators and barriers to program uptake, delivery, and sustainability. RESULTS: Qualitative analysis revealed implementation determinants across CFIR levels. Participants recognized the advantage of ECHO''s virtual, learner-centric, case-based learning approach compared to other continuing medical education modalities. Participants recommended recruiting subject matter expert presenters with skills as educators and understanding of the ECHO model. Because of Project ECHO''s emphasis on case-based learning, participants highlighted the importance of balancing didactics with case presentations and discussion. Scheduling and finding time to participate was reported as a challenge for provider engagement, though most participants suggested that the length, frequency of sessions, and number of participants can be tailored for each program to accommodate needs. Providing CME credit and setting expectations for attendance and case presentation were said to improve provider engagement. Support and mentorship from the ECHO Institute was described as a facilitator in planning for ECHO implementation and delivery. Funding was reported as a barrier to sustainability. CONCLUSION: By addressing barriers prior to implementing the ECHO model, future ECHOs can be tailored to leverage program resources, maximize attendance, expand reach, and ultimately improve outcomes.