Symposium--the real world and the ivory tower. Dialectics of professional training, education, and delivery of services to elderly persons. Training of trainers to train trainers.
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Aged↗
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Results for “Training Of Trainers”
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Training trainers: a new approach for community medicine.
During 1985, two separate one-day seminars for trainees and trainers in South East Thames Regional Health Authority highlighted the need for a 'training the trainers' course to be run for trainers throughout the Region. This was held during 1987 and this paper gives a descriptive account of the course, highlights the lessons learnt, and summarises the evaluation obtained from participants. Thirteen trainers started the course, one changed jobs and left the Region, leaving twelve completing the course. Spread over nine months, the course included an initial weekend but was mainly run on a day release basis. The facilitators for the course, a psychologist and sociologist, had teaching experience in running similar courses for GP trainers. The course emphasised an adult learning model in which the trainer enabled the trainee to identify and meet their learning needs through appropriate support and facilitation. Although the career change from clinical work to public health medicine is likely to be more traumatic than other transitions within clinical medicine, the approach is applicable on a much wider basis.
Adult↗
Training trainers: South Africa. "Things are serious".
An AIDS educator in Natal recently commented: "Things are looking really serious here. We are picking up 100 new HIV cases a week and have an estimated 150,000-300,000 people infected with the virus in Natal alone. This figure is currently doubling around every 6-9 months." In an attempt to address this problem, the AIDS Training, Information and Counselling Center (ATICC) in Durban has developed a 7-day "train the trainer" workshop and manual. The ATICC course helps participants to return to their business or community organization with the confidence and skills to plan, implement and evaluate the AIDS awareness and education program, including training additional AIDS educators locally. Skills building activities for carrying out effective and relevant programs include: how people learn and the theory of experience-based learning; assessment of self as an educator; analysis of target groups; the importance of clear aims and objectives; education techniques and methods; facilitation of group interaction and the use of facilitators' notes. By day 6 of the course, participants present and AIDS awareness session to a local group. By the end of the course, participants are able to plan an AIDS education program suitable for their organization.
Acquired Immunodeficiency Syndrome↗
Training trainers in risk assessment.
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Humans↗
Training trainers to improve laboratory services.
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Clinical Laboratory Techniques↗
Comparison of attitudes of trained trainers, untrained trainers, and trainees to teaching in general practice.
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Attitude of Health Personnel↗
Research on training trainers in program implementation: An introduction and future directions.
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Journal Article↗
Train-the-trainer for hospital-wide safety training.
This article describes a hospital-wide safety program that was developed using the train-the-trainer model. Education specialists worked with hospital safety experts to develop a program that met Joint Commission on Accreditation of Healthcare Organization standards, improved the quality and safety of the hospital environment, and strengthened interdepartmental relationships. A variety of outcome measures, including quality assurance indicators, was used to evaluate the program.
Humans↗
Warwickshire consultants' 'training the trainers' course.
To train junior hospital doctors more quickly and effectively as envisaged by the Calman reforms, consultants will need to develop their adult education skills. This paper describes a course set up and attended by a mixed group of Warwickshire consultants to improve their understanding of these skills. The course organisation and content is described and the 'learner-centred education' model, educational supervision techniques, giving feedback on performance, goal setting, learning contracts and other topics covered are explained. A 12-month interval questionnaire evaluation by attendants shows that the principles taught in the course were being widely applied a year later. Thus, at a modest cost, consultants can receive a valuable basic training in adult education.
Consultants↗
A train-the-trainer model for integrating evidence-based medicine training into podiatric medical education.
This article presents the development, implementation, and evaluation of a national evidence-based medicine faculty-development program for podiatric medical educators. Ten faculty members representing six accredited colleges of podiatric medicine, one podiatric medical residency program, and a Veterans Affairs podiatry service participated in a 2-day workshop, which included facilitated discussions, minilectures, hands-on exercises, implementation planning, and support after the workshop. Participants' evidence-based medicine skills were measured by retrospective self-reported ratings before and after the workshop. Participants also reported their implementation of "commitments to change" on follow-up surveys at 3 and 12 months. Participants' evidence-based medicine practice and teaching skills improved after the intervention. They listed a total of 84 commitments to change, most of which related to the program objectives. By 12 months after the workshop, participants as a group had fully implemented 24 commitments (32%), partially implemented 36 (48%), and failed to implement 15 (20%) of a total of 75 commitments with follow-up data. The most common barriers to change at 12 months were insufficient resources, systems problems, and short patient visit times. A train-the-trainer faculty-development program can improve self-reported evidence-based medicine skills and behaviors and affect curriculum reform at podiatric medical educational institutions.
Curriculum↗
Three participatory exercises on empowerment used in health and safety training of trainers course in Connecticut.
In a training-of-trainers course on health and safety sponsored by the Connecticut Council on Occupational Safety and Health and the Division of Worker Education, Workers' Compensation Commission, various participatory exercises have been utilized to train workers who are then expected to train their co-workers. Three of the exercises, including hazard recognition, tackling apathy, and strategies for change are described.
Connecticut↗
Faculty development in end-of-life care: evaluation of a national train-the-trainer program.
To address serious deficiencies in physician training in end-of-life care, the authors developed and disseminated a faculty development curriculum. The overall goals of this curriculum were to enhance physician competence in end-of-life care, foster a commitment to improving care for the dying, and improve teaching related to end-of-life care. The authors provide descriptions of the curriculum and the train-the-trainer programs (2000-2002) that successfully prepared 17 medical faculty as in-house end-of-life care faculty developers at institutions nationwide. They also report on a study of the effects of the 16-hour, end-of-life care curriculum delivered by trained facilitators to 62 faculty and residents at their home sites. Program evaluation showed that the home-site seminars enhanced the knowledge, skills, and attitudes of participating faculty and residents. When project evaluation concluded in 2003, trained facilitators had disseminated the 16-hour curriculum as well as modified versions of the curriculum to approximately 3,400 medical teachers. An adapted version of the curriculum is available on the Internet for use in health professions education. The importance of this type of faculty development effort was confirmed by the positive impact of the 16-hour curriculum on participants' knowledge, skills, and attitudes related to end-of-life care, the high ratings of the program's educational and clinical relevance, and the finding that, on average, more than 50% of the material was new to them.
Attitude of Health Personnel↗
Use of participatory training techniques in a right-to-know train-the-trainer course for New Jersey public employees.
The New Jersey Department of Health, in conjunction with the Department of Personnel's Human Resources Development Institute, has developed a Right-to-Know Train-the-Trainer course. In this course, various participatory activities have been utilized since the course's inception in December 1989 to train future trainers who train public employees about recognizing, evaluating, and controlling hazardous substances in their facilities. These participatory training techniques have offered a means by which the trainers can encourage workers to become proactive in making their working conditions safer. With the use of various methods of evaluation, course participants learn the content and develop their skills in the use of participatory training techniques. Though evaluations indicate that participants have a favorable impression of the course, the extent to which these participants take the information back to their worksites has not been formally evaluated.
Hazardous Substances↗
Analysis of an international emergency medical service train-the-trainer program.
STUDY OBJECTIVE: To assess the effectiveness of an international emergency medical services (EMS) train-the-trainer program. PARTICIPANTS: Seven bilingual Polish physicians attended a 350-hour US-based EMS training program. The physicians returned to Poland to train Polish-speaking EMS personnel. INTERVENTIONS: The Polish training was assessed by means of a pretest, a final examination, a series of skill stations, and a retrospective self-assessment instrument created by the authors. The retrospective self-assessment instrument, using a six-point Likert scale, measured the degree of self-reported competence before and after training in three areas: basic trauma, advanced medical, and basic medical. RESULTS: One hundred seventy-nine Polish students were assessed. Pretest scores ranged from 17% to 100% (mean, 74% +/- 11%). Ninety-one percent passed the final examination (mean, 91% +/- 4.0%; range, 74% to 99%). All students passed all skill stations. The before-and-after instrument indicated that the Polish students' prior competence ranged from not competent (Likert score 1) to fully competent (Likert score 6). Mean scores were: basic trauma, 2.6 +/- 4; advanced medical, 2.5 +/- 7; and basic medical, 2.8 +/- 7. After-course scores demonstrated improved competence. Before-and-after instrument score differences were significant for each area (P < .0001). CONCLUSION: Despite differences in language, culture, technology, and resources, an international train-the-trainer program can be evaluated. In addition to standard testing, a retrospective before-and-after self-assessment instrument provides corroborative evidence of program success.
Clinical Competence↗
Train-the-trainer as an educational model in public health preparedness.
Train-the-trainer (TTT) is a widely acknowledged educational model across a number of disciplines, including public health preparedness. However, many questions arise about its proper use, its efficacy, and its optimal role in preparedness education. After careful consideration of the literature and past anecdotal experiences with this educational model, TTT was selected as the preferred and sustainable method for public health preparedness in Maine. Upon completion of Year 1 of the Maine TTT program, our evaluation results revealed that TTT was successful and well received by participants. It is evident that TTT is potentially a valuable tool in public health preparedness, but it should be noted that there is no clear prescription for implementing TTT. Institutions and communities adopting TTT as an educational model must be flexible and willing to revise the training plan as challenges are encountered. Future research is required to help clarify optimal ways of using TTT to promote public health preparedness in the 21st century.
Disaster Planning↗
Follow-up in train-the-trainer continuing medical education events.
BACKGROUND: The purpose of train-the-trainer (TTT) programs within the context of continuing medical education (CME) is to help facilitators acquire and/or enhance their skills at leading CME sessions. The provision of follow-up is one feature of successful CME workshops over which CME providers have some control. Follow-up is defined as any encounter between participants and workshop leaders, following an initial workshop or other development session, and is designed to enhance, maintain, reinforce, transfer, extend, or support the learning from the original workshop. In this article, we elaborate on the use of audio teleconferences to provide follow-up for a TTT workshop in Saskatchewan, a largely rural province in western Canada. METHODS: The teleconferences began 6 weeks after the workshop and were held at approximately 6-week intervals, with five conference calls in total. Each lasted about 45 minutes. Participants were interviewed to determine their view of the value of the teleconferences. RESULTS: Participants reported learning from the teleconferences and feeling more prepared to conduct CME sessions due to their participation in the teleconferences. Participants missed teleconferences only for extenuating circumstances (e.g., emergency deliveries). FINDINGS: We have found that audio teleconferences allow for and encourage professional discussion that is crucial to changing practices. They are an effective way to incorporate follow-up to TTT workshops when participants travel great distances to attend.
Education, Medical, Continuing↗
Evaluation of a sexually transmitted disease/human immunodeficiency virus prevention train-the-trainer program.
In this study, a behavioral intervention known as the STD/HIV Intervention Program (SHIP) was implemented at the Navy preventive medicine technician (PMT) school as a "train-the-trainer" course. Course evaluation questionnaires were administered to PMT students immediately after the training. Follow-up interviews evaluating the SHIP course were conducted with PMTs (N = 73) 1 year after the training. PMT students were fairly satisfied with SHIP overall, as well as with specific components of the course. As hypothesized, the SHIP train-the-trainer course was considered useful by most PMTs in their first duty assignments after completing PMT school.
Adult↗
Assessment of individual hand performance in box trainers compared to virtual reality trainers.
Training residents in laparoscopic skills is ideally initiated in an inanimate laboratory with both box trainers and virtual reality trainers. Virtual reality trainers have the ability to score individual hand performance although they are expensive. Here we compared the ability to assess dominant and nondominant hand performance in box trainers with virtual reality trainers. Medical students without laparoscopic experience were utilized in this study (n = 16). Each student performed tasks on the LTS 2000, an inanimate box trainer (placing pegs with both hands and transferring pegs from one hand to another), as well as a task on the MIST-VR, a virtual reality trainer (grasping a virtual object and placing it in a virtual receptable with alternating hands). A surgeon scored students for the inanimate box trainer exercises (time and errors) while the MIST-VR scored students (time, economy of movements, and errors for each hand). Statistical analysis included Pearson correlations. Errors and time for the one-handed tasks on the box trainer did not correlate with errors, time, or economy measured for each hand by the MIST-VR (r = 0.01 to 0.30; P = NS). Total errors on the virtual reality trainer did correlate with errors on transferring pege (r = 0.61; P < 0.05). Economy and time of both dominant and nondominant hand from the MIST-VR correlated with time of transferring pegs in the box trainer (r = 0.53 to 0.77; P < 0.05). While individual hand assessment by the box trainer during 2-handed tasks was related to assessment by the virtual reality trainer, individual hand assessment during 1-handed tasks did not correlate with the virtual reality trainer. Virtual reality trainers, such as the MIST-VR, allow assessment of individual hand skills which may lead to improved laparoscopic skill acquisition. It is difficult to assess individual hand performance with box trainers alone.
Clinical Competence↗