This is a synchronous, discussion-based course that will be held on Zoom using a “flipped classroom” approach. Attendees are required to complete asynchronous content (“MOST from a Conceptual Perspective”, see Online Courses) alongside the workshop.

Please be sure you carefully review the content on this page before applying.

The course will show you how to use the Multiphase Optimization STrategy (MOST) to:

  • streamline interventions by eliminating inactive components;
  • identify the combination of components that offers the greatest effectiveness without exceeding a defined implementation budget;
  • develop interventions for immediate scalability;
  • look inside the “black box” to understand which intervention components work and which do not; and
  • improve interventions programmatically over time.

In this course you will relate the MOST framework to your research objectives; learn how MOST differs from the standard approach to intervention development and evaluation; learn how to complete the preparation and optimization phases of MOST; and become familiar with rigorous and highly efficient experimental designs that will enable you to examine the performance of individual intervention components.

This course will be held online using a “flipped classroom” combination synchronous/asynchronous approach. To prepare for each synchronous session, learners will be expected to have completed (i) asynchronous modules and (ii) an assignment applying what is learned to the learner’s own research. The assignment will be presented briefly and discussed in small breakout groups.

Completing the asynchronous modules in advance of their assigned training day is essential because very little time will be devoted to lectures during the synchronous sessions. Instead, during our time together we will focus on reinforcing what was learned in the asynchronous course by: addressing questions that arose during completion of the modules; discussing the material to relate the ideas to specific research agendas; and conducting small group presentations/discussion of the assignments.

Prerequisites:

A PhD, MD, or equivalent degree with graduate training in applied statistics at least through multiple regression. Postdoctoral fellows, and PhD students who have completed at least the first two years of their program, are allowed to take this course provided that they have a specific intervention in mind and can draft a conceptual model for that intervention.

Learners will need to set aside additional time to complete the asynchronous video course and the assignments.

Training Faculty:

  • Kate Guastaferro, Ph.D., MPH, New York University
  • Jillian Strayhorn, Ph.D., New York University

Synchronous Session Dates:

  • Thursday, January 7th
  • Friday, January 8th
  • Monday, January 11th
  • Tuesday, January 12th

11 am-2 pm ET each day.

Participants will also be assigned to a discussion group:

  • Morning Group (9am-10:50am) held on Friday, January 8th and Tuesday, January 12th, OR
  • Afternoon Group (2:30 – 4:20pm) held on Thursday, January 7th and Monday, January 11th.

Applicants can indicate their preference for the morning or afternoon group, but we cannot guarantee placements.

Registration Fee:

This training is funded in part by a NIDA R25 grant (R25DA049699). To help offset the remaining expenses, there is a registration fee of $1200* per participant.

*If you’d like to attend the training but it would cause a financial hardship, please complete the application and contact us immediately after submitting it.

Contact Details: cadiotrainings@nyu.edu

Ready to get started?

Frequently Asked Questions

Please make sure to review these FAQs before submitting your application. Still have questions? Reach out to us at cadiotrainings@nyu.edu.

The objective of the training is to help you to gain the skills you need to make MOST a part of your research program.

Our training is 100% online. It is an integration of asynchronous (self-paced) and synchronous (live) training, and requires active participation from learners.

Learners prepare for the synchronous portion of the training by completing an assigned asynchronous online course at their convenience, along with two assignments designed to help them apply the concepts in their own work. We estimate that the asynchronous course takes approximately 16 hours to complete, and the assignments take approximately one hour each.

In the synchronous portion, the instructors and learners meet live to discuss and answer questions about the materials in the asynchronous portion, learn about the latest in intervention optimization methods, and share practical advice. Learning takes place both in general sessions involving all attendees, and in two small group (6-8 learners) sessions led by an instructor. In the small group sessions learners take turns presenting one of the assignments for instructor input and group discussion.

If you expect you will not be able to find the time to complete the asynchronous course materials to prepare for the synchronous portion of the course, it is probably best if you wait and take the training another time.  Our training is based on the premise that learners have already been exposed to the material in the asynchronous course.

Our agenda includes sufficient time to go into as much detail as needed to answer any questions posed by attendees who have completed the asynchronous portion of the course, but unfortunately it does not include time for lecturing. If we delayed the training to provide necessary background to one or two people who did not complete the asynchronous portion, this would reduce the quality of the learning experience for the vast majority who did complete it.

We offer trainings one or two times per year most years, so we hope you can identify a time when your other commitments will permit you to complete the asynchronous portion of the course.

The premise of a flipped classroom training is that the best use of classroom time is in active reinforcement of concepts and skills through discussion and exercises, rather than lectures. Our synchronous training can devote ample time to such activities because learners prepare in advance by completing a special asynchronous course we have created. This asynchronous course takes the place of lectures.  We do not spend any time lecturing during the synchronous training. Instead, we spend time in structured open discussion and in answering any and all questions from learners. We have found that this is the best way to teach the material effectively and efficiently.

We’re glad you asked!

First, remember that the training comprises BOTH the asynchronous and synchronous portions. The synchronous portion is built upon the asynchronous course, so take the asynchronous course seriously. Allow enough time to go through it carefully. Do the readings.

Second, when you participate in the synchronous course, pay attention to the agenda and be sure you are prepared each day. You may wish to review parts of the asynchronous course to refresh your memory.

Third, while completing the asynchronous course, make a list of questions and comments to be shared during the synchronous training. Keep this list handy while participating in the training.

Fourth, we want to address all of your questions, so be sure to ask them! During the synchronous training you can use the “raise your hand” feature in Zoom, or put the question in the chat. You can also enter questions in the daily course evaluations. If somehow a question is not satisfactorily addressed, or you think of a question later, attend one of the follow-up sessions and ask it then.

Yes, postdoctoral fellows and PhD students are allowed to take this course, provided that they have a specific intervention in mind and can draft a conceptual model for that intervention. PhD students must have completed at least the first two years of their program.

Yes, our trainings typically include learners from many different time zones. Usually, the general sessions are scheduled to begin in the late morning or early afternoon in the Eastern time zone of the US (Eastern standard time is UTC-5, Eastern daylight time is UTC-4), so that they start in the morning for people in the West Coast of the US and mid-afternoon/early evening for people in western Europe.  At each training we schedule small groups at two different times: before the general session, convenient for learners who live east of the US Eastern time zone, and after the general session, convenient for learners who live west of the US Eastern time zone.

Of course, there are many time zones on planet Earth and it is not possible to identify a time that is convenient for all. We have had many hardy learners who attend our training when it is very late at night or very early in the morning at their location.

We hold two optional follow-up sessions approximately one month after the synchronous training. Led by an instructor, these live sessions provide an opportunity for learners to ask any lingering questions, clarify details, or ask questions about applications in their own work. Spots are limited, so participants should sign up in advance to secure a spot.

There were several reasons. First, many people who have attended our trainings have told us they wanted both more time to discuss the fundamentals, AND more time to discuss how to write a grant proposal involving intervention optimization. Second, many people tell us that they need time to process the introductory material before they can think seriously about a grant proposal. Third, we have found that early career people planning K-series applications and later-career people writing R-level and similar applications have different training needs. Fourth, to provide the best experience, we do not want any of our synchronous trainings to be too long.

For these reasons, we have changed our introductory course so that it emphasizes the fundamentals of intervention optimization via MOST, and are rolling out two new courses focusing on how to write grant proposals involving intervention optimization.

We would love to have you in the training. Contact us in advance so that we can work together to make the training a pleasant and productive experience for you.

Certificates can be made available upon request to participants who attended at least three of the plenaries and both discussion groups.

The Intro to MOST course was both rigorous and practical. I left equipped with the tools and confidence to plan, optimize, and eventually scale my interventions. Interactive discussions built logically on expert-led foundational modules. The feedback that I received from the faculty and other scholars made an immediate impact on my research. I would highly recommend this course to researchers of all levels who want to strengthen their methods.

Ryan Mace, September 2025 Training Participant

This training should be required if you’re considering applying MOST to your research! The instructors are incredibly knowledgeable, highly approachable, and very generous with their time. It was also a fantastic opportunity to meet and connect with like-minded individuals across the country.

January 2024 Training Participant

I spent a lot of time trying to read and understand the MOST framework on my own yet realized I was still applying it incorrectly! Enrolling in the training was a critical step toward truly understanding and applying the framework. The rich training environment connected me with experts in the field who are passionate about training others to use the MOST framework for intervention optimization. From understanding the basis for the factorial experiment to demonstrating power calculations and writing grant proposals, this training provides what investigators need to begin applying this approach to intervention optimization in their work.

January 2026 Training Participant

The MOST training provided a clear, practical framework for designing and optimizing complex interventions in hard-to-manage point-of-care settings, as well as in emergency and limited-resource settings, with strong faculty support and real-world applicability.

January 2026 Training Participant
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