We evaluated a digital learning programme to train non-specialists with the goal to develop knowledge-based competencies for a problem-solving intervention for adolescents to examine the overall impact of training on knowledge-based competencies among learners; and to compare the effects of two different training conditions (self-guided digital training with or without coaching) in a nested parallel, two-arm, individually randomised controlled trial. Eligible participants were aged 18 years or older; fluent in Hindi or English; able to access digital training; and had no prior experience of delivering structured psychotherapies. A total of 277 participants were enrolled from 31st March 2022 to 19th 44 June 2022 of which 230 (83%) completed the study. There was a significant increase in competency score from pre-training (Mean=7.01, SD=3.29) to post-training (Mean=8.88, SD=3.80), 6 weeks after the pre-training assessment. Knowledge competency scores showed a larger increase among participants who were randomised to the coaching arm (AMD=1.09, 95% CI 0.26-1.92, p=0.01) with an effect size (d) of 0.33 (95% CI 0.08-0.58). More participants completed training in the coaching arm (n=96, 69.6%) compared to the self-guided training arm (n=56, 40.3%). In conclusion, a coach51 supported remote digital training intervention is associated with enhanced participation by learners and increased psychotherapeutic knowledge competencies