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Chen, Lei-Shih, Yu-Lyu Yeh, Patricia Goodson, Shixi Zhao, Eunju Jung, Amber Muenzenberger, Oi-Man Kwok, and Ping Ma. "Training Texas Public Health Professionals and Professionals-In-Training in Genomics." American Journal of Health Promotion 33, no. 8 (July 8, 2019): 1159–65. http://dx.doi.org/10.1177/0890117119860040.
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Purpose: The purpose of this study is to evaluate the effects of genomics training workshops for public health professionals and professionals-in-training. Design: A pre- and post-test evaluation design with 3-month follow-up. Setting and Participants: Thirteen genomics training workshops were delivered across Texas to 377 public health professionals and professionals-in-training (66.7% were ethnic minorities). Intervention: Three-hour theory-based, face-to-face genomics training workshops focusing on family health history practice were delivered. Methods: We administered surveys prior to the workshops, immediately post-workshops, and at 3-month follow-up to examine the changes in participants’ knowledge, attitudes, intention, self-efficacy, and behavior in adopting genomics into public health practice. Linear mixed modeling analyses were used to analyze the quantitative survey data. A content analysis was also conducted for qualitative survey data analysis. Results: Genomics practice significantly improved among public health professionals at 3-month follow-up ( P < .01). For all participants, knowledge, attitudes, intention, and self-efficacy scores increased significantly immediately post-workshop compared to the pre-workshop scores (all Ps < .01). Knowledge and attitudes scores at the 3-month follow-up remained significantly higher than those scores at the pre-workshop (all Ps < .01). The feedback from workshop participants was positive. Conclusion: Our genomics training workshop is an effective program that can be disseminated at a national level to establish genomic competencies among public health professionals and professionals-in-training in the United States.
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Lombardo, Aldo, and Rex Haigh. "Training for enabling environments." Therapeutic Communities: The International Journal of Therapeutic Communities 38, no. 1 (April 10, 2017): 41–48. http://dx.doi.org/10.1108/tc-10-2016-0022.
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Purpose The purpose of this paper is to demonstrate the training value of a residential “enabling environments” (LLEE) workshop in relation to the Royal College of Psychiatrists’ (RCPsych) ten specified standards, as rated by workshop participants. Design/methodology/approach A 34 question yes/no/na questionnaire was drawn up, derived from the ten value-based standards and criteria which need to be met for the enabling environment (EE) award by the RCPsych’s Centre for Quality Improvement (Table AI). It was administered after six residential workshops, in Italy and UK, to 99 participants. Results were analysed for each of the six workshops, and for each of the ten standards, to show the degree to which participants recognised whether the standards were met. Findings High rates of positive responses were recorded with little variation across the six workshops sampled. Some standards and criteria showed higher levels of positive responses, and some showed slightly higher scores for “not applicable”. Practical implications Experiential Living-Learning Experience (LLE) workshops provide a valid training experience for those developing or working in EEs. Social implications Value-based standards can only be fully understood by direct experience of them, as verbal or written explanations fail to convey the psychological impact of the experience. Originality/value The questionnaire and its translation is the original work of AL. RH is the founder of LLE training workshops and the EE award.
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Culloty, Tonia, Derek L. Milne, and Alia I. Sheikh. "Evaluating the training of clinical supervisors: a pilot study using the fidelity framework." Cognitive Behaviour Therapist 3, no. 4 (December 2010): 132–44. http://dx.doi.org/10.1017/s1754470x10000139.
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AbstractTheevaluation of supervisor training has featured weak measurement and lacked a coherent framework, limiting effectiveness. A literature review was first conducted to clarify the current status of supervisor workshop evaluations, related to the promising fidelity framework. This consists of five criteria: the workshop's design, the training (competence of the trainer), the delivery of the workshop, the learning of the participants (receipt), and the clinical practice outcomes (enactment). Second, we applied this framework to the training of supervisors (n = 17) in a cognitive-behavioural therapy (CBT) approach, by analysing one trainer leading two successive supervisors’ workshops. The review of the literature indicated that there were significant psychometric and conceptual deficiencies in the current evaluation of supervisor training. The data from the case-study analysis suggest that the manual-based workshop could be delivered with high fidelity by this trainer (e.g. the CBT approach to supervision received 89% approval). The fidelity framework provided a systematic, feasible and coherent rationale for the evaluation of supervisor training. Our preliminary findings indicated that the workshop was successful. To fulfil its promise as an improved way of evaluating supervisor training, the framework should be piloted with other trainers, instruments and workshops, using controlled designs.
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Lalonde, Jeffrey, Zeinab Jeambey, and Linda Jacobs Starkey. "Media Training for Diabetes Prevention: A Participatory Evaluation." Canadian Journal of Dietetic Practice and Research 68, no. 3 (September 2007): 132–36. http://dx.doi.org/10.3148/68.3.2007.132.
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The Media and the Message – Promoting Healthy Eating and Active Living for Diabetes Prevention was a project aimed at raising awareness of diabetes risk factors and enhancing the public's access to credible, up-to-date, healthy eating and active living messages in the media. Cross-country workshops were held to teach media strategies and key diabetes prevention messages to multidisciplinary groups of health professionals. Evaluation was integral to the project; both the process and outcomes were assessed using Health Canada's Population Health Approach. Timeline and budget were tracked. Questionnaires were created to evaluate advisory committee conference calls and to determine participants’ perceptions of the 19 workshops and resources. A pre-workshop/post-workshop and three-month follow-up questionnaire format, along with an online media-tracking tool, was used to collect outcome data and to measure changes in confidence and media behaviour. Sixty-three percent of participants (150 of 238) reported that multidisciplinary workshops were very valuable. Three-month follow-up revealed a significant increase in confidence in all media activities taught at the workshops, although this failed to translate into increased media activity. Sixty-eight percent (78 of 115) of responding participants disseminated workshop learning. Detailed evaluation revealed that multidisciplinary workshops are valued and effective in increasing confidence. However, eliciting behaviour change following a workshop remains a challenge.
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Shulska, Nataliia M., Nataliia M. Matviichuk, Yuriy V. Hromyk, Nataliia V. Kolenda, and Nataliia Yu Rymar. "ORGANIZING ICT-SUPPORTED WORKSHOPS AT UNIVERSITIES." Information Technologies and Learning Tools 61, no. 5 (October 31, 2017): 175. http://dx.doi.org/10.33407/itlt.v61i5.1814.
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The article systematizes theoretical and practical experience of organizing classes in the format of dynamic training using the technology of the workshop in higher educational institutions. The emphasis is placed on the peculiarities of the use of integrated workshops with technical (computer) support during classes, as well as remote workshops for the organization of students’ independent work. The practical experience of organizing dynamic training in the form of the workshop for students of Journalism with the use of both an integrated «training workshop» and the possibilities of a free training platform «Prometheus» is presented. Based on the questionnaire of the participants in the training group, the advantages of using the technology of the workshop in the educational process are determined.
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Case, Brea, Angela M. Zell, and Joan Ilardo. "USING CHRONIC DISEASE SELF-MANAGEMENT TO ENHANCE PATIENT-PROVIDER PARTNERSHIPS." Innovation in Aging 3, Supplement_1 (November 2019): S790. http://dx.doi.org/10.1093/geroni/igz038.2908.
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Abstract The Partners in Aging Strategies and Training (PAST) project employed a bilateral approach to educate both healthcare professionals and consumers. Our theory is that improved health outcomes are attained by teaching healthcare providers and consumers how to engage better with each other, especially when consumers use the skills learned in community-based programs, such as self-management and healthy lifestyle choices. PAST activities provided an integrated educational program for healthcare providers and older adult patients, their families and caregivers to learn skills that enhance their ability to form productive patient-provider partnerships. We used three types of training: 1) multi-disciplinary health professions and primary care provider continuing-education face-to-face workshops and webinars; 2) older adult patient and caregiver workshops, resource materials; and 3) reverse marketing comprised of sending information to physicians whose patients attended a workshop that included the topics covered in the workshops and the patients’ three- to six-month action goals. We found that physicians who attended the grand rounds presentations were very receptive to the ‘nuts and bolts’ approach to things like doing a quick mobility assessment, effectively communicating with patients, health literacy, and referring patients to community-based non-medical services and supports. We conducted seven types of evidence-based workshops. Over 90% of participants gave permission to send a letter to their physician to tell them they attended the workshop. We used pre-post confidence scales based on each workshop’s learning objectives to measure changes in workshop participants’ self-management confidence. There was positive change in confidence for all seven workshops.
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Brown, Richard L., and Michael F. Fleming. "Training the Trainers: Substance Abuse Screening and Intervention." International Journal of Psychiatry in Medicine 28, no. 1 (March 1998): 137–46. http://dx.doi.org/10.2190/vg0w-tw89-uwe0-hyjl.
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Objective: Screening and brief intervention for substance abuse is effective yet underutilized by primary care physicians. This article reports on Project SAEFP (Substance Abuse Education for Family Physicians), which aimed to enhance the clinical and teaching skills and activities of U.S. family practice residency faculty. Method: Ten five-day workshops were designed and administered for 165 participants. Evaluation data included measures of participant satisfaction and pre-workshop and twelve-month post-workshop measures of the frequency of teaching, consulting, and clinical activities, and the attainment of self-identified teaching goals. Results: The participants were very satisfied with the workshops. They improved significantly in the key outcome measures. Conclusions: Several workshops may have contributed to the apparent success of Project SAEFP. Attributes of the workshops which might have facilitated their success were their duration, funding, frequency of offering, collegial learning environment, opportunities for active learning, emotionally moving exposure to recovering individuals, focus on how to modify curriculum at participant residency programs, availability of family physician role models as faculty, and readily usable instructional materials. Planners of interventions for physician educators might profit from similar attention to these attributes.
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Razavi, Darius, Isabelle Merckaert, Serge Marchal, Yves Libert, Sandrine Conradt, Jacques Boniver, Anne-Marie Etienne, et al. "How to Optimize Physicians’ Communication Skills in Cancer Care: Results of a Randomized Study Assessing the Usefulness of Posttraining Consolidation Workshops." Journal of Clinical Oncology 21, no. 16 (August 15, 2003): 3141–49. http://dx.doi.org/10.1200/jco.2003.08.031.
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Purpose: Although there is wide recognition of the usefulness of improving physicians’ communication skills, no studies have yet assessed the efficacy of post-training consolidation workshops. This study aims to assess the efficacy of six 3-hour consolidation workshops conducted after a 2.5-day basic training program. Methods: Physicians, after attending the basic training program, were randomly assigned to consolidation workshops or to a waiting list. Training efficacy was assessed through simulated and actual patient interviews that were audiotaped at baseline and after consolidation workshops for the consolidation-workshop group, and approximately 5 months after the end of basic training for the waiting-list group. Communication skills were assessed according to the Cancer Research Campaign Workshop Evaluation Manual. Patients’ perceptions of communication skills improvement were assessed using a 14-item questionnaire. Results: Sixty-three physicians completed the training program. Communication skills improved significantly more in the consolidation-workshop group compared with the waiting-list group. In simulated interviews, group-by-time repeated measures analysis of variance showed a significant increase in open and open directive questions (P = .014) and utterances alerting patients to reality (P = .049), as well as a significant decrease in premature reassurance (P = .042). In actual patient interviews, results revealed a significant increase in acknowledgments (P = .022) and empathic statements (P = .009), in educated guesses (P = .041), and in negotiations (P = .008). Patients interacting with physicians who benefited from consolidation workshops reported higher scores concerning their physicians’ understanding of their disease (P = .004). Conclusion: Consolidation workshops further improve a communication skills training program’s efficacy and facilitate the transfer of acquired skills to clinical practice.
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Whittaker, Heather T., Lashanda Skerritt, Matthew Dankner, and Mark J. Eisenberg. "An exercise in scientific writing for physicians in training." Clinical and Investigative Medicine 43, no. 1 (April 5, 2020): E35—E38. http://dx.doi.org/10.25011/cim.v43i1.33647.
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It is important to strengthen critical thinking and scientific writing abilities during medical training to support trainees in their research endeavors and prepare students for careers in academic medicine. This commentary describes an interactive workshop to encourage student engagement with scientific literature and contribution to scholarly discourse by writing letters to the editor (LTEs). Students in the MD-PhD program at McGill University were asked to identify an article from a high-impact journal and think about ways in which they could address its scientific content. Students completed this preparation on their own time and then attended a 90-minute workshop where their LTEs were finalized and submitted. The LTE workshops were conducted in 2017 and 2019, and student participation and informal feedback indicated that perceptions of the workshops were positive. The workshops provided students an opportunity to strengthen their critical appraisal and academic communication skills while also contributing to the scientific literature. Letters written by aspiring and practicing physicians add valuable clinical insight to the literature and promote physician engagement with research. Strategies to support the adoption of LTE workshops include incorporating them into longitudinal curricula in medical school and integrating them into journal clubs during residency or fellowship.
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Baral, N., A. K. Nepal, B. H. Paudel, and M. Lamsal. "Effect of Teachers Training Workshop Outcomes on Real Classroom Situations of Undergraduate Medical Students." Kathmandu University Medical Journal 13, no. 2 (February 25, 2017): 162–66. http://dx.doi.org/10.3126/kumj.v13i2.16791.
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Background Faculty development by conducting regular training, workshops and research related to medical education has been a key feature to upgrade quality of medical education.Objective The aim of this study was to explore responses of the health science teachers, students and peers after the workshop after providing training on student assessment tools and teaching-learning methods.Method Two teacher-training workshops were conducted to the faculty members of B.P. Koirala Institute of Health Sciences from the departments of basic, clinical and allied sciences in Oct. 2010 and Jan. 2011. Qualitative questionnaire based study was conducted, and the questions were validated before the study by expert peer review process. The effect of the training workshop in real classroom outcomes was assessed incorporating student’s feedback, evaluation by peers and the self-evaluation by the teacher trainees.Result Pre-test and post-test scores of the participating teachers, before and after the workshop were 62.53 and 71.17 respectively. Among the participants 90.3% teachers expressed enhanced in their role as a teacher for medical undergraduates after the workshop.Conclusion In present study, the faculty members showed accrued interest to participate in teacher’s training workshops. The peer evaluation of teacher’s performance in their real classroom situations were rated higher than evaluation by the students. Therefore, such training workshops will have a greater impact on the ability of teachers in effective teaching in real classroom situations.
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MacMillan, Gwyneth A., Marianne Falardeau, Catherine Girard, Sophie Dufour-Beauséjour, Justine Lacombe-Bergeron, Allyson K. Menzies, and Dominique A. Henri. "Highlighting the potential of peer-led workshops in training early-career researchers for conducting research with Indigenous communities." FACETS 4, no. 1 (June 1, 2019): 275–92. http://dx.doi.org/10.1139/facets-2018-0046.
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For decades, Indigenous voices have called for more collaborative and inclusive research practices. Interest in community-collaborative research is consequently growing among university-based researchers in Canada. However, many researchers receive little formal training on how to collaboratively conduct research with Indigenous communities. This is particularly problematic for early-career researchers (ECRs) whose fieldwork often involves interacting with communities. To address this lack of training, two peer-led workshops for Canadian ECRs were organized in 2016 and 2017 with the following objectives: ( i) to cultivate awareness about Indigenous cultures, histories, and languages; ( ii) to promote sharing of Indigenous and non-Indigenous ways of knowing; and ( iii) to foster approaches and explore tools for conducting community-collaborative research. Here we present these peer-led Intercultural Indigenous Workshops and discuss workshop outcomes according to five themes: scope and interdisciplinarity, Indigenous representation, workshop environment, skillful moderation, and workshop outcomes. Although workshops cannot replace the invaluable experience gained through working directly with Indigenous communities, we show that peer-led workshops can be an effective way for ECRs to develop key skills for conducting meaningful collaborative research. Peer-led workshops are therefore an important but insufficient step toward more inclusive research paradigms in Canada.
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Gura, Trisha. "Training: Workshops that work." Nature 488, no. 7411 (August 2012): 419–20. http://dx.doi.org/10.1038/nj7411-419a.
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Richards, Rachel, Joseph E. Oliver, Eric Morris, Keith Aherne, Alessandra C. Iervolino, and Janet Wingrove. "Acceptance and Commitment Therapy training for clinicians: an evaluation." Cognitive Behaviour Therapist 4, no. 3 (July 27, 2011): 114–21. http://dx.doi.org/10.1017/s1754470x11000043.
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AbstractThe third wave of cognitive behavioural therapies has a developing evidence base and there is an increasing demand for specialist training. However, methods for training clinicians have not yet been evaluated in terms of effectiveness and usefulness. This evaluation seeks to assess: (1) the effectiveness of one-day introductory Acceptance and Commitment Therapy (ACT) workshops for clinicians in a NHS setting in terms of increasing knowledge of ACT; (2) the impact of experiential techniques as a method for delivering ACT training. A total of 73 participants took part in the workshops and completed questionnaires were administered pre-workshop and post-workshop; a further 29 participants completed follow-up questionnaire after 12 months. Participants demonstrated an increase in ACT knowledge, indicated that their interest had been stimulated, viewed the workshop positively and reported that their clinical work had been influenced by the workshop. In terms of the training process, experiential techniques are integral to ACT practice and training. Participants reported that their training experiences and engagement with the training group had not been aversive. Moreover, there was no evidence that participants’ own levels of experiential avoidance had affected training outcomes.
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Doumas, Diana M., Susan Esp, and Raissa Miller. "Impact of Brief Intervention Workshops on Addiction Provider Knowledge, Skills, Negative Attitudes, and Interest in Implementing Evidence-Based Practices." Journal of Drug Education 47, no. 3-4 (September 2017): 121–37. http://dx.doi.org/10.1177/0047237918800985.
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This study evaluated the impact of Motivational Interviewing (MI) and Screening, Brief Intervention, and Referral to Treatment (SBIRT) workshops on posttraining knowledge, skills, negative attitudes, and interest in implementing evidence-based practices (EBPs). Participants ( N = 70) were primarily mental health counselor (41.4%), social workers (20.0%), substance abuse counselors (15.7%), school counselors (5.7%), and nursing professionals (4.3%) who selected the 1- or 2-day workshop for continuing education credit. Participants attended either a Basic MI training workshop (1 day) or a Basic MI training plus an advanced MI/SBIRT training workshop (2 days) to assess if exposure to two EBPs would improve training outcomes. Participants in both the 1-day and 2-day workshops reported posttraining increased perceived knowledge and skills, decreased negative attitudes toward EBPs, and increased interest in implementing EBPs from pretraining to posttraining. There were no differences between participants in the Basic MI or MI plus advanced MI/SBIRT training conditions. Implications for reducing the research-practice gap in EBPs are discussed.
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Kotze, Carla, and Paul Henry De Wet. "A 4-year review of psychiatrists’ participation in prosecutorial workshops on criminal capacity." South African Journal of Psychiatry 17, no. 4 (December 1, 2011): 6. http://dx.doi.org/10.4102/sajpsychiatry.v17i4.267.
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<p><strong>Objective.</strong> The objective was to review psychiatric involvement in seven prosecutorial workshops on criminal capacity between 2004 and 2009. The aim was to evaluate the changing role of the psychiatrists in the workshops in order to identify areas in forensic psychiatry where prosecutors have a specific need for training, and to identify more suitable methods of training.</p><p><strong>Method.</strong> The workshop programmes, copies of presentations, the number of attending prosecutors at each workshop, informal personal notes from the presenters, suggestions from meetings in preparation for workshops and formatted feedback reports were reviewed. Information from a total of seven workshops was reviewed and interpreted by 2 psychiatrists from Weskoppies Hospital Forensic Psychiatry Unit (WHFPU). <strong></strong></p><p><strong>Results.</strong> The psychiatrists’ involvement increased over the years. Problematic topics that were identified include non-pathological criminal incapacity, child psychiatry and the different roles of the psychiatrist and the psychologist in court. Exposure to practical aspects, interactive workshops with case presentations, discussion groups and audience participation seemed to be the preferred method of training. Attitudes of prosecutors towards psychiatry improved with increased knowledge and understanding of the field, and overall the training was rated as relevant and enriching.</p><p><strong>Conclusion.</strong> Psychiatrists can offer valuable training opportunities to legal professionals about the major mental illnesses and how they can affect criminal capacity, but evaluation of the training should be an ongoing process to address changing needs. Training sessions provide an opportunity for reciprocal sensitisation between the different fields. The ultimate goal is to work towards improved association between the criminal justice and mental health systems.</p>
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Cheung, Gary, and Kathy Peri. "Can education and training improve the adoption of a psychosocial group treatment by dementia services?" Australasian Psychiatry 27, no. 5 (August 19, 2019): 496–500. http://dx.doi.org/10.1177/1039856219866155.
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Objective: Cognitive stimulation therapy (CST) is a psychosocial group treatment for people with dementia. The aims of this project were to (a) evaluate the effectiveness of a one-day training workshop; (b) measure the uptake of CST following the workshops; and (c) explore the barriers of implementing CST. Method: Ten workshops were conducted. Attendees completed a self-evaluation at the end of the training day and were later invited to complete an online survey enquiring about implementation. Results: Two hundred and fourteen workshop attendees completed the self-evaluation. The mean self-rated knowledge and skills for conducting and facilitating CST (1 = No skills, 5 = Very good skills) was 2.3 (SD = 1.2) and 4.3 (SD = 0.7) before and after the workshop, respectively ( p = 0.000). The mean self-rated confidence for applying learning to conducting and facilitating CST was 4.2 (SD = 0.7) (1 = Not confident, 5 = Very confident). There were 11 CST programmes started after the workshops and another 10 sites were in the process of starting CST programmes. The main barriers of implementation were lack of staff time/funding and problems of finding suitable participants with dementia. Conclusions: The one-day training workshop is an effective method to disseminate CST. Addressing the barriers identified could improve the adoption of CST in practice.
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Brighton, Lisa Jane, Lucy Ellen Selman, Nicholas Gough, JJ Nadicksbernd, Katherine Bristowe, Catherine Millington-Sanders, and Jonathan Koffman. "‘Difficult Conversations’: evaluation of multiprofessional training." BMJ Supportive & Palliative Care 8, no. 1 (November 8, 2017): 45–48. http://dx.doi.org/10.1136/bmjspcare-2017-001447.
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ObjectivesEvidence-based communication skills training for health and social care professionals is essential to improve the care of seriously ill patients and their families. We aimed to evaluate the self-reported impact of ‘Difficult Conversations’, a multidisciplinary half-day interactive workshop, and gain feedback to inform future development and evaluation.MethodsService evaluation using questionnaire data collected before and immediately after workshops from February 2015 to August 2016 regarding participant self-assessed confidence, knowledge and skills. Qualitative free-text comments provided feedback about the workshop and were subjected to content analysis.ResultsOf 886 workshop participants, 655 completed baseline questionnaires and 714 postworkshop questionnaires; 550 were matched pairs. Participants were qualified or trainee general practitioners (34%), community nurses and care coordinators (32%), social care professionals (7%), care home staff (6%), advanced practice/specialist nurses (5%), care workers (5%) and allied health professionals (3%). All groups demonstrated significant increases in mean self-assessed confidence (2.46, 95% CI 2.41 to 2.51; to 3.20, 95% CI 3.17 to 3.24; P<0.001), knowledge (2.22, 95% CI 2.17 to 2.27; to 3.18, 95% CI 3.14 to 3.22; P<0.001) and skills (2.37, 95% CI 2.32 to 2.42; to 3.09, 95% CI 3.05 to 3.12; P<0.001). Qualitative findings showed participants valued role play, the communication framework acronym and opportunities for discussion. They commended workshop facilitators’ skills, the safe atmosphere and interprofessional learning. Suggested improvements included more prepared role play and greater coverage of the taught topics.Conclusions‘Difficult Conversations’ workshops were associated with improvements in participants’ self-assessed confidence, knowledge, and skills. Our findings identify workshop characteristics that are acceptable to multidisciplinary trainees. Further testing is warranted to determine effectiveness and accurately identify workshop components leading to change.
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Tong, Fuyong. "Practice Innovation of the Construction of the Educational Community in Contemporary Rural Areas: Taking the 123 Rural Workshops with Famous Teachers in Hangzhou, Zhejiang as an Example." Science Insights Education Frontiers 10, S1 (September 13, 2021): 1. http://dx.doi.org/10.15354/sief.21.s1.ab031.
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For the sake of rural revitalization, on the basis of making efforts to the construction of rural teaching staff, innovative training mode of rural teachers, and the system of teacher workshops, 123 teacher workshops have been established in batches in Hangzhou in 2017. The essence of the workshop is the community of teacher professional development and the practice forms of a good community of rural-urban education, which effectively promoted the balance of rural-urban education. The establishment of the workshop follows the contemporary social background; hence it is not only the innovation of local policy and the practical experience but also the heritage and implementation of “system of training teaches as their friends” (Xingzhi Tao’s teacher education theory) in the new era. The workshops in Hangzhou formed the relatively complete construction mechanism through five aspects, including the system construction, activity form, training method, development guarantee, and the evaluation of the efforts. Three years since the establishment, lots of core teachers have been cultivated by the workshop, continue to expand the radiation effects of top teachers from point to area, so as to driving the education integrative development, constructing school cultural features, and promoting the rural revitalization.
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McNabb, Wyue L., Sandy Cook, Barbara Fischer, Michael T. Quinn, and Linda Haas. "Dissemination of a Continuing Education Program in Diabetes to Health Care Professionals." Diabetes Educator 20, no. 1 (February 1994): 35–40. http://dx.doi.org/10.1177/014572179402000107.
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A goal of the Diabetes Research and Training Centers (DRTCs) is to translate advances in diabetes research into irnproved patient care by providing innovative, state-of the-art training for health care professionals. This paper is a report on a collaborative DRTC-AADE training project. A 2-day diabetes program developed by the Chicago DRTC was packaged as a Workshop Instructor's Guide with accompanying slides and materials. AADE faculty observed the workshop presented by DRTC faculty and subsequently presented the workshop themselves. The evaluation design involved coinparitig a workshop presented by the DRTC faculty with a workshop presented by faculty from AADE. Three components were included in the evaluation: the participants' evaluation, a commitment-to-change evaluation, and the faculty observations. When cottiparitig workshops, few differences were observed in participants' or faculty observers' evaluations. Moreover, participants at both workshops were equally successful at meeting goals related to improving their diabetes education practice behaviors. Dissemination of the program has been expanded and the workshop has become part of AADE's national continuing education efforts.
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Chen, Yu-Hui, and Mary K. Van Ullen. "Helping International Students Succeed Academically through Research Process and Plagiarism Workshops." College & Research Libraries 72, no. 3 (May 1, 2011): 209–35. http://dx.doi.org/10.5860/crl-117rl.
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Workshops on the research process and plagiarism were designed to meet the needs of international students at the University at Albany. The research process workshop covered formulating research questions, as well as locating and evaluating sources. The plagiarism workshop focused on acknowledging sources, quoting, paraphrasing, and summarizing materials, citation styles, and avoiding plagiarism. The effectiveness of the workshops was measured by administering pre-and post-tests and by interviewing students several months after the workshops. The results showed that students achieved significant improvement for both the research process and plagiarism by attending the training, and they continued to apply new skills several months later.
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Pickett, Larry. "Multicultural Training Workshops for Teachers." Transactional Analysis Journal 25, no. 3 (July 1995): 250–58. http://dx.doi.org/10.1177/036215379502500311.
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Grainger, Michelle N., Sue Hegarty, Penelope Schofield, Vicki White, and Michael Jefford. "Discussing the transition to palliative care: Evaluation of a brief communication skills training program for oncology clinicians." Palliative and Supportive Care 8, no. 4 (September 28, 2010): 441–47. http://dx.doi.org/10.1017/s1478951510000313.
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AbstractObjective:Discussing the transition from active anti-cancer treatment to palliative care can be difficult for cancer patients and oncology health professionals (OHP). We developed a brief communication skills workshop to assist OHP with these conversations, and examined satisfaction with the workshop and perceived confidence regarding these discussions.Method:Interactive workshops were conducted by trained facilitators and included cognitive, behavioral, and experiential components. The major component of the workshop involved role-plays with trained actors (simulated patients). Participants completed an evaluation questionnaire.Results:Sixty-two OHP participated in workshops. Overall, participants were highly satisfied with the workshop content and format. All participants felt the workshop provided relevant practical information, and >80% thought that participation benefited their work. Over 98% said that the workshop had increased confidence in their communication skills.Significance of results:Participants were very satisfied with the workshop, and thought that participation increased confidence in communicating about the transition to palliative care. Dissemination of this model of communication skills training seems warranted.
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Gilbody, J., AW Prasthofer, K. Ho, and ML Costa. "The use and effectiveness of cadaveric workshops in higher surgical training: a systematic review." Annals of The Royal College of Surgeons of England 93, no. 5 (July 2011): 347–52. http://dx.doi.org/10.1308/147870811x582954.
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INTRODUCTION The aim of this systematic review is to describe the use of cadavers in postgraduate surgical training, to determine the effect of cadaveric training sessions on surgical trainees' technical skills performance and to determine how trainees perceive the use of cadaveric workshops as a training tool. METHODS An electronic literature search was performed, restricted to the English language, of MEDLINE®, Embase™, the Cumulative Index to Nursing and Allied Health Literature (CINAHL®), Centre for Agricultural Bioscience (CAB) Abstracts, the Educational Resources Information Center (ERIC™) database, the British Education Index, the Australian Education Index, the Cochrane Library and the Best Evidence in Medical Education website. Studies that were eligible for review included primary studies evaluating the use of human cadaveric surgical workshops for surgical skills training in postgraduate surgical trainees and those that included a formal assessment of skills performance or trainee satisfaction after the training session. RESULTS Eight studies were identified as satisfying the eligibility criteria. One study showed a benefit from cadaveric workshop training with regard to the ability of trainees to perform relatively simple emergency procedures and one showed weak evidence of a benefit in performing more complex surgical procedures. Three studies showed that trainees valued the experience of cadaveric training. CONCLUSIONS Evidence for the effectiveness of cadaveric workshops in surgical training is currently limited. In particular, there is little research into how these workshops improve the performance of surgical trainees during subsequent live surgery. However, both trainees and assessors hold them in high regard and feel they help to improve operative skills. Further research into the role of cadaveric workshops is required.
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Hock, Lauren E., Brittni A. Scruggs, Patrick B. Barlow, Thomas A. Oetting, Michael D. Abràmoff, and Erin M. Shriver. "Responding to Patient-Initiated Verbal Sexual Harassment: Outcomes of a Pilot Training for Ophthalmologists." Journal of Academic Ophthalmology 12, no. 02 (July 2020): e175-e180. http://dx.doi.org/10.1055/s-0040-1717062.
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Abstract Background Sexual harassment of physicians by patients is highly prevalent and rarely reported. Little is known on how to prepare physicians to handle verbal sexual harassment that detracts from their ability to provide care but does not meet the threshold for reporting. Purpose To assess the impact of a sexual harassment workshop and toolkit for ophthalmologists and ophthalmology trainees on responding to patient-initiated verbal sexual harassment. Methods A survey study of ophthalmology faculty, fellows, and residents who participated in workshops on responding to patient-initiated verbal sexual harassment was performed at an academic center. A toolkit of strategies for response was distributed. Volunteer participants completed a retrospective pretest–posttest evaluation at the conclusion of the workshop and follow-up survey 3 weeks after the workshops on whether they experienced harassment and intervened. The pretest–posttest surveys assessed the workshop's effect on ophthalmologists' perceptions of and preparedness to respond to sexual harassment in the moment using a 5-point Likert scale, including bystander intervention. Participants described their responses observing and/or experiencing patient-initiated sexual harassment in the 3 weeks following the workshop and whether they had intervened toward the harassment. Results Ophthalmologists (n = 31) felt significantly more prepared to respond to patient-initiated sexual harassment directed toward themselves or a trainee in the moment after participating in the workshop (4.5 ± 1.63) than before (3.0 ± 1.3) with a mean change of 1.6 (95% confidence interval: 0.98–2.2, p < 0.001). After the workshop, 86.3% of participants felt mostly or completely prepared to respond to comments about their age, gender, marital status, appearance, attractiveness, a specific body part, and sexual or inappropriate jokes. Most participants (83.9%) said that they had not previously received training on techniques for responding to patient-initiated sexual harassment. Two-thirds (66.7%) of participants who experienced (n = 8) or observed (n = 13) harassment (n = 15) following the workshop intervened. All participants who intervened toward patient-initiated harassment behavior after the workshop (n = 10) found the Sexual Harassment Toolkit helpful in addressing harassment in the moment. Conclusion Participation in a brief skills-based workshop significantly improved ophthalmologists' preparedness to respond to verbal sexual harassment by patients.
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Mosalanejad, Leili, Mohammad Sadegh Sani, Yosef Hosseini, and Saeed Abdollahifrad. "Implementation of Serial Workshop by Students Educational Need: Trend to Accountability in Medical Education." Bangladesh Journal of Medical Science 17, no. 1 (January 11, 2018): 78–83. http://dx.doi.org/10.3329/bjms.v17i1.35285.
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Introduction: The aim of this study was to assess professors’ and students’ educational needs and implementation of serial workshops and then evaluate the effect of these educational workshops on the knowledge and practice of medical students.Method: Students’ educational needs and the clinical professors’opinion were used tocomplete the needs assessment process.120 Medical students participated in serial workshops. This program was applied to develop educational accountability program. In each workshop, students’ knowledge was evaluated by valid and reliable multiple-choice questions before andafterthe course. In some workshops, their performance was measured by the OSCE test.Descriptive analysisandpaired t- test were used to evaluate difference in students’ mean score.Finding: Results of before and after series of workshops in various areas revealed that workshop programs had a significant impact on the promotion of students’ knowledge (The mean score of students before and after workshops). Then,the evaluation of theirperformance through the OSCEtest was significant(P <0.05). Furthermore, students’ evaluation on workshops demonstrated that almost all of them were satisfied with the proportion of the content of the workshops, with the theme of the announced program, with the quantity of presented material in the workshop, withthe appropriateness of the content to future employment needs and the ability to create order in the meetings.According to professors’ opinion, number of errors in prescription, errors in radiography request and malpractice in resuscitation were decreased and students’ performance in clinical wards was approved.Conclusion: The results showed that training through workshops leads to increase the level of knowledge, function and satisfaction in the medical students. It is recommended that this method be used to improve the professional abilities of students based on educational needs.Application / Improvements: Looking ahead, we should consider strategies for leading changes in education and training. Purposeful teaching is the best way to develop accountability in medical educationBangladesh Journal of Medical Science Vol.17(1) 2018 p.78-83
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Branchaw, Janet L., Amanda R. Butz, and Amber R. Smith. "Evaluation of the Second Edition of Entering Research: A Customizable Curriculum for Apprentice-Style Undergraduate and Graduate Research Training Programs and Courses." CBE—Life Sciences Education 19, no. 1 (March 2020): ar11. http://dx.doi.org/10.1187/cbe.19-04-0073.
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The second edition of Entering Research (ER) is a collection of customizable active-learning activities, resources, and assessment and evaluation tools for use in undergraduate and graduate research training programs and courses. Results from two design and development research studies examining the effectiveness of the second edition of the ER curriculum and a 2-day ER facilitator training workshop are reported. Pilot testing of the second edition of the curriculum at 20 sites across the country (42 unique implementations) with 78 facilitators and 565 undergraduate and graduate research trainees provides evidence that the ER activities are clear and complete and that they were effective in helping trainees gain knowledge or improve their ability to do research. Overall, research training program directors and trainees were satisfied with courses and workshops that incorporated activities from ER. Likewise, evaluation data from four ER facilitator training workshops showed that participants valued the workshop and reported significant gains in confidence in their ability to successfully develop and implement a custom ER curriculum. Together, these results provide evidence that the ER curriculum and training workshop warrant further efficacy, effectiveness, and scale-up research.
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Parekh, Sanjoti, Robert Bush, Susan Cook, and Phillipa Grant. "Evaluating impact of a multi-dimensional education programme on perceived performance of primary care professionals in diabetes care." Primary Health Care Research & Development 16, no. 06 (March 19, 2015): 589–96. http://dx.doi.org/10.1017/s1463423615000195.
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AimThe purpose of this study is to evaluate an educational programme, ‘Diabetes Connect: Connecting Professions’, which was developed to enhance communication across primary care networks, to support best practice in clinical interventions and progress multidisciplinary team work to benefit patients in diabetes care.MethodsA total of 26 workshops were successfully delivered for 309 primary care professionals across the state of Queensland in Australia from November 2011. It consists of two separate, but complementary training elements: a series of online clinical education training modules and state-wide interprofessional learning workshops developed to enhance professional competencies. The evaluation design included completion of online surveys by the participants at two time points: first upon registering for the online modules or workshops; second, one week after attending a workshop. The survey included questions to evaluate the change in role performance measures.FindingsOverall, significant increases in participants’ current knowledge, perceived ability to adopt this knowledge at work and willingness to change professional behaviour in the short term were observed.ConclusionThe study suggests that for maximum benefit both, workshop and online training, should be combined and made available widely. Future programmes should use a randomised trial design to test the delivery model.
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Palocaren, Jeeji, Renjith Raj Puthuparampil, and Celine Mathew Thalappillil. "Two monologues do not make a dialogue: the need for medical specialty–specific communication workshops: population-based study." BMJ Leader 3, no. 1 (January 21, 2019): 15–18. http://dx.doi.org/10.1136/leader-2018-000083.
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AimIncreasing attacks on healthcare personnel in India have highlighted the need for improved communication between staff and patients. Currently, communication skill workshops target doctors and nurses, overlooking a key player relevant to patient satisfaction—allied health professionals (henceforth, AHPs). This study evaluates the impact of communication skills training for diagnostic laboratory and blood bank personnel on patient satisfaction scores.MethodThe impact of communication workshop for AHPs was tested through pre-workshop and post-workshop questionnaires to participants that tested how they handle communication with patients. Additionally, participants were also administered the questionnaire 4 months after the workshop to test knowledge retention. In parallel, the change in patient satisfaction towards AHPs was assessed by a pre-workshop and post-workshop patient survey.ResultsParticipants experienced a statistically significant improvement in communication skills, as measured by the pre-workshop and post-workshop questionnaires. This coincided with a significant increase in patient satisfaction scores after the workshop, as indicated by the patient satisfaction survey. The difference in communication skills scores between experienced and inexperienced personnel showed a marked decrease after the workshop, suggesting that such workshops can help inexperienced workers ‘catch up’ with more experienced workers. However, scores of all participants showed a statistically significant decrease after 4 months, suggesting that the use of such workshops can be enhanced through periodic refresher courses.ConclusionCommunication workshops for AHPs can play a crucial role in improving patient–hospital relations. These workshops can also help standardise services by bridging communication skill differences between experienced and inexperienced staff.
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Pfund, Christine, Kimberly C. Spencer, Pamela Asquith, Stephanie C. House, Sarah Miller, and Christine A. Sorkness. "Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers." CBE—Life Sciences Education 14, no. 2 (June 2015): ar24. http://dx.doi.org/10.1187/cbe.14-10-0184.
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Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we developed an extensive, interactive, multifaceted train-the-trainer workshop. The specific goals of these workshops are to 1) increase facilitator knowledge of an RMT curriculum, 2) increase facilitator confidence in implementing the curriculum, 3) provide a safe environment to practice facilitation of curricular activities, and 4) review implementation strategies and evaluation tools. Data indicate that our approach results in high satisfaction and significant confidence gains among attendees. Of the 195 diverse attendees trained in our workshops since Fall 2010, 44% report implementation at 39 different institutions, collectively training more than 500 mentors. Further, mentors who participated in the RMT sessions led by our trained facilitators report high facilitator effectiveness in guiding discussion. Implications and challenges to building the national capacity needed for improved research mentoring relationships are discussed.
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Shachak, Aviv, Ron Ophir, and Eitan Rubin. "Applying Instructional Design Theories to Bioinformatics Education in Microarray Analysis and Primer Design Workshops." Cell Biology Education 4, no. 3 (September 2005): 199–206. http://dx.doi.org/10.1187/cbe.04-11-0055.
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The need to support bioinformatics training has been widely recognized by scientists, industry, and government institutions. However, the discussion of instructional methods for teaching bioinformatics is only beginning. Here we report on a systematic attempt to design two bioinformatics workshops for graduate biology students on the basis of Gagne's Conditions of Learning instructional design theory. This theory, although first published in the early 1970s, is still fundamental in instructional design and instructional technology. First, top-level as well as prerequisite learning objectives for a microarray analysis workshop and a primer design workshop were defined. Then a hierarchy of objectives for each workshop was created. Hands-on tutorials were designed to meet these objectives. Finally, events of learning proposed by Gagne's theory were incorporated into the hands-on tutorials. The resultant manuals were tested on a small number of trainees, revised, and applied in 1-day bioinformatics workshops. Based on this experience and on observations made during the workshops, we conclude that Gagne's Conditions of Learning instructional design theory provides a useful framework for developing bioinformatics training, but may not be optimal as a method for teaching it.
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Radić-Bojanić, Biljana B., and Danijela M. Pop-Jovanov. "WORKSHOPS IN EDUCATION: THEORETICAL AND PRACTICAL ISSUES." Методички видици 9, no. 9 (December 3, 2018): 223. http://dx.doi.org/10.19090/mv.2018.9.223-234.
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In the educational context, the term ‘workshop’ refers to a type of educational programme generally designed for a group of people, in which the content is practical, specific to the needs, interests and affinities of the group, and which enables cooperation and mutual support among participants. Workshops usually consist of a series of specifically tailored activities represented in the form of an intensive interactive educational programme or training, varying in length and content. Workshops can vary widely in their explicit and implicit goals, as well as strategies, methods and techniques employed. The orientation of workshop, the results it is designed to achieve, its objectives and positioning are key aspects in distinguishing different types of workshops and that will be the focus of this paper along with the basic knowledge teachers are required to have in order to organize workshops in the 21st century educational context.
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Sadof, Clifford S., Robert J. O'Neil, Farah M. Heraux, and Robert N. Wiedenmann. "Reducing Insecticide Use in Home Gardens: Effects of Training and Volunteer Research on Adoption of Biological Control." HortTechnology 14, no. 1 (January 2004): 149–54. http://dx.doi.org/10.21273/horttech.14.1.0149.
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More than 500 Master Gardeners in Indiana and Illinois were taught alternatives to the use of insecticides in workshops that focused on biological control of insect pests in home gardens. Gardeners also learned to conduct experiments in their backyards and were encouraged to participate in a summer research program that tested specific control methods. Workshop participants were surveyed before the workshop, and in two successive growing seasons to measure changes in their pest management practices. Overall, a significant percentage of gardeners stopped applying insecticides for up to two consecutive growing seasons after attending workshops. In addition, the adoption of biological control by participants appeared to be linked to their insecticide use and willingness to participate in the research process. A significant increase in the adoption of biological control was noted among garden researchers who did not use insecticides before the workshop or had reduced insecticide use following the workshop. No such change was noted for gardeners that did not conduct research. The relative contributions of workshop participation and hands-on research experience in pesticide reduction and biological control adoption are discussed.
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Yu, Rosamund, Bec Hanley, Simon Denegri, Jaber Ahmed, and Nicholas J. McNally. "Evaluation of a patient and public involvement training programme for researchers at a large biomedical research centre in the UK." BMJ Open 11, no. 8 (August 2021): e047995. http://dx.doi.org/10.1136/bmjopen-2020-047995.
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ObjectivesTo design, deliver and evaluate a programme of training workshops for biomedical researchers aimed at building confidence and skills in actively involving patients and the public (PPI) in research.DesignA bespoke programme of training workshops in PPI aimed at researchers.SettingA large National Institute for Health Research Biomedical Research Centre in London and several partner organisations.Participants721 scientists, clinicians and research managers attending dedicated training in PPI at a major London NHS (National Health Service)–university partnership.InterventionsA programme of 72 training workshops, designed to build practical skills and confidence for researchers working with patients and the public in research, was delivered at a major research-active NHS:university partnership. An iterative approach was taken to the programme, with the content of the workshops continually reviewed and refreshed to respond to the needs of researchers. Surveys before, immediately following and 6 months after training investigated the impact on researchers’ confidence and skills in PPI work, and the kind of PPI they subsequently carried out.ResultsTraining brought about immediate marked increases in researchers’ self-reported confidence to carry out PPI activities within their research, and in their knowledge of good practice. The evaluation indicates that workshop attendees were more likely to involve patients in their research following training. Researchers tended to involve patients and the public in a range of areas, including input to study design and patient information, in particular.ConclusionsWhen positioned within a broader organisational strategy for PPI in research, such training has an important role to play in progressing PPI in a major research partnership. Training appeared to provide the confidence needed to carry out PPI which enabled further development of confidence and skills. Involving researchers who have attended the training in the ongoing development of the programme and bringing in patients to the training programme are key next steps.
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Nightingale, Sandra. "Pilot Evaluation of Theatre Training Workshops." Journal of Perioperative Practice 17, no. 10 (October 2007): 462–68. http://dx.doi.org/10.1177/175045890701701002.
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Theatre training workshops (TTWs) were developed at University Hospitals Coventry and Warwickshire NHS Trust (UHCW) to support theatre practitioners and to give them the opportunity to learn, share ideas, reflect and practice clinical skills in an environment away from the demands and pressure of the operating department. This article discusses a pilot evaluation audit showing that these workshops have proven to be popular and successful, and have encouraged theatre staff to review their practice.
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Ong, Marianne Meng-Ann, Mimi Yow, Jestina Tan, and Scott Compton. "Perceived effectiveness of one-minute preceptor in microskills by residents in dental residency training at National Dental Centre Singapore." Proceedings of Singapore Healthcare 26, no. 1 (September 16, 2016): 35–41. http://dx.doi.org/10.1177/2010105816666294.
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Background: The National Dental Centre Singapore (NDCS) has collaborated with the National University of Singapore’s Division of Graduate Dental Studies to provide supervised clinical training in the five dental specialties for residents since the early 1990s. Faculty were first introduced to the one-minute preceptor (OMP) in microskills through in-house workshops held from May to August 2014. Purpose: The aim of this study was to assess if a OMP faculty workshop impacts residents’ perceptions of clinical teaching in NDCS. Methods: First- and second-year residents were asked to rate their perceptions of the quantity and quality of clinical teaching, and the adequacy of the five OMP microskills performed by faculty before and one month after the OMP workshops. Data were analysed using descriptive statistics and non-parametric statistical tests. Results: A total of 37 NDCS clinical faculty participated in the OMP workshops and 34 residents participated in the pre- and post-workshop survey. The short-term impact of the OMP faculty workshop revealed minimal effect on residents’ perceptions of the clinical teaching in both quantity and quality. Conclusion: A one-time OMP workshop for faculty members does not substantially improve residents’ perceptions of the quality or quantity of clinical teaching. The results of this study indicate that the effort to improve clinical teaching by faculty must be a sustained effort. Future studies should investigate the barriers to faculty members’ performance of the OMP microskills.
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Ammann, Richard. "Cross-Cultural Training Workshops for Educators." Practicing Anthropology 9, no. 3 (July 1, 1987): 8–10. http://dx.doi.org/10.17730/praa.9.3.525421436848t111.
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With a growing stress on maintaining cultural uniqueness in American society and an increasing number of Black, Hispanic, and Asian-American students in American classrooms, educators are encountering clashes more frequently with both their students and the community served by the school. This article reviews the general conflicts which occur in classrooms, describes what I have done as an educational anthropologist to train teachers to increase their cross-cultural understanding, and gives suggestions for other cross-cultural training workshops.
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Chiu, Philip, Yasushi Sano, Noriya Uedo, Rajvinder Singh, Enders Ng, Tiing Aang, Han Chiu, et al. "Utility of a standardized training program for endoscopic diagnosis of early gastrointestinal neoplasia." Endoscopy International Open 07, no. 04 (March 21, 2019): E452—E458. http://dx.doi.org/10.1055/a-0854-3525.
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Abstract Background and study aims Image enhanced endoscopy (IEE) allows endoscopists to improve recognition and characterization of gastrointestinal neoplasia. The Asian Novel Bio-Imaging and Intervention Group (ANBIG) conducted a standardized training program in endoscopic diagnosis and treatment of early gastrointestinal cancers in Asia. We embarked on a study to investigate the effect of this module on endoscopic diagnosis of early gastrointestinal neoplasia. Methods This prospectively collected database was from workshops conducted on training for endoscopic diagnosis of early gastrointestinal neoplasia. All workshops were conducted in a standardized format, which included a pretest, a learning phase consisting of didactic lectures, case discussion, and live demonstration followed by a post-test to assess knowledge gained. The pretest and post-training tests were standardized questions addressing four domains, including basic knowledge of imaging and diagnosis of esophageal, gastric, and colonic neoplasia. Results From November 2013 to November 2016, 41 ANBIG workshops were conducted in 13 countries. A total of 1863 delegates and 40 faculty participated in these workshops. Of the delegates, 627 completed both tests. There was a significant improvement after training in all domains of the tests. There was a trend in general lack of knowledge across all domains for delegates from “low” healthcare cost countries before training. All delegates demonstrated significant improvement in knowledge of all domains after the workshop irrespective of whether they were from “high” or “low” healthcare cost per capita countries. Conclusion A standardized teaching program on IEE improved the diagnostic ability and quality of endoscopists in recognizing early gastrointestinal neoplasia in Asia.
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Saarlas, Kristin Nicholson, Kalenga M. Paluku, Jean-Baptiste Roungou, Jennifer W. Bryce, Joseph F. Naimoli, and El Hadi Benzerroug. "Multiple Methods for Workshop Evaluation." International Quarterly of Community Health Education 27, no. 3 (October 2007): 245–64. http://dx.doi.org/10.2190/iq.27.3.e.
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Evaluation is a necessary component of all training, including workshops. Evaluation can provide information about the teaching and learning that occur during a workshop and document the extent to which long-term objectives were achieved after a workshop. Multiple methods for evaluating the process and outcomes of a regional workshop on Program Planning and Management for Malaria Control were developed and implemented by an evaluation team composed of African program managers and technical assistance partners, all of whom served as workshop trainers. Among the five methods used to assess the process of workshop implementation and participant satisfaction, a questionnaire administered at the close of the two-week workshop was found least useful in improving the training. Much more useful were the results of daily trainers' meetings and of two qualitative evaluation methods: large group feedback sessions and focused group discussions. Among the three methods used to evaluate the workshop outcomes, a review of the quality of the pre- and post-workshop national malaria control program plans by a panel of experts was found to be the most useful in providing information about the extent to which learning objectives were achieved. The involvement of trainers in evaluation activities permitted immediate action based on results. Our experience suggests that during brief workshops, evaluation should not compete with training activities for time and resources but must be considered an essential part of the curriculum. Effective and efficient workshop evaluation will require advance planning by trainers, support and training in evaluation methods for all members of the evaluation team, and advance consideration of how evaluation results will be summarized and translated into action.
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Saarlas, Kristin Nicholson, Kalenga M. Paluku, Jean-Baptiste Roungou, Jennifer W. Bryce, Joseph F. Naimoli, and El Hadi Benzerroug. "Multiple Methods for Workshop Evaluation." International Quarterly of Community Health Education 15, no. 1 (April 1994): 33–52. http://dx.doi.org/10.2190/60jb-bwby-2c96-unqm.
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Evaluation is a necessary component of all training, including workshops. Evaluation can provide information about the teaching and learning that occur during a workshop and document the extent to which long-term objectives were achieved after a workshop. Multiple methods for evaluating the process and outcomes of a regional workshop on Program Planning and Management for Malaria Control were developed and implemented by an evaluation team composed of African program managers and technical assistance partners, all of whom served as workshop trainers. Among the five methods used to assess the process of workshop implementation and participant satisfaction, a questionnaire administered at the close of the two-week workshop was found least useful in improving the training. Much more useful were the results of daily trainers' meetings and of two qualitative evaluation methods: large group feedback sessions and focused group discussions. Among the three methods used to evaluate the workshop outcomes, a review of the quality of the pre- and post-workshop national malaria control program plans by a panel of experts was found to be the most useful in providing information about the extent to which learning objectives were achieved. The involvement of trainers in evaluation activities permitted immediate action based on results. Our experience suggests that during brief workshops, evaluation should not compete with training activities for time and resources but must be considered an essential part of the curriculum. Effective and efficient workshop evaluation will require advance planning by trainers, support and training in evaluation methods for all members of the evaluation team, and advance consideration of how evaluation results will be summarized and translated into action.
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Hassan, Sidra, Amjad Siraj Memon, Waseem Jamalvi, and Qasim Ahmed. "EVALUATION OF BLS WORKSHOPS, AN AUDIT OF THE JOURNEY SO FAR." Pakistan Heart Journal 54, no. 1 (May 26, 2021): 13–17. http://dx.doi.org/10.47144/phj.v54i1.2058.
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Objective: Professional training workshops are routinely conducted by Professional Development Center (PDC) of DUHS to provide students golden opportunities in hands on practice on simulators and also has been working as training center of AHA since 2010 for the BLS, ACLS and PALS provider and instructor courses while has been conducting BLS workshops from Nov, 2005. The objective of this study was to assess the perceptions of attending audience by post course evaluation form in BLS program.
Methodology: This was a retrospective survey study. Data of BLS workshops from 2017 to 2018 was collected from PDC. Two thousand and fifty six healthcare students were enrolled in BLS course from Jan 2017 till Dec 2018. The calculated sample size was about 324 at 95% confidence level. Thus the final sample size was about 350. A post workshop evaluation questionnaire was used as a tool for data collection and it was analyzed on SPSS.
Results: PDC has conducted 714 BLS provider courses since 2005 in which 8529 participants are trained till now. The results of the evaluation show that this workshop received higher score on all assessed sections i.e. more than 90% candidates marked agree & strongly agree. A clear majority of participants (97.8%) agreed that, their queries and questions were satisfactorily responded The structure and content of the workshop organized intensify participants’ skills and knowledge regarding BLS.
Conclusion: Overall, Participants characterized the workshop as very useful and were very satisfied with the workshop facilitators and the topics discussed.
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Khoury, Michel, Shankar Sethuraman, and Samuel Wilson. "Peer-Led Point-of-Care Ultrasound; A Potential Ally to Rural Medicine." University of Ottawa Journal of Medicine 9, no. 2 (December 28, 2019): 38–45. http://dx.doi.org/10.18192/uojm.v9i2.4475.
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Objectives
Point of care ultrasound (POCUS) is increasingly used in rural settings where it’s portability,and imaging capabilities make it effective clinically. POCUS teaching has traditionally relied on faculty instruction, which is limited by the small number of certified faculty members. The UOttawa POCUS interest group deployed peer-teaching since 2018, which overcomes the instructor barrier by employing experienced medical students to train preclerkship students. This paper will evaluate the efficacy of the peer-led POCUS workshops as a learning format.
Methods
3-hour POCUS workshops were held for Cardiac, MSK, Aorta, and eFAST scans from October 2018 to June 2019. Students with prior experience in POCUS were identified as peer-teachers, and were trained by an expert physician prior to the workshop. Peer-teachers taught a small group, with physician experts rotating through groups for technical support.
Surveys were sent out to students who participated in the workshops assessing the following categories:utility, learning experience,workshop efficacy, tutor competence, and interest. Descriptive statistics and thematic analysis was reported for the quantitative and qualitative data, respectively.
Results
45 participants completed the survey. The surveys showed positive support for the aforementioned categories, with the average score being greater than 4. From the thematic analysis, the four main strengths of the peer-led format are: Trainer competence, learner comfort, situational teaching, and opportunity to practice.
Conclusion
Peer-led workshops are an effective format for POCUS training in instructor-constrained settings. These workshops can be translated to rural settings in lieu of a formal POCUS training program.
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Carey, Edward, Katherine Kelly, Mary Hendrickson, Dan Nagengast, James Quinn, Craig Volland, and Lala Kumar. "The Growing Growers Training Program: An Apprenticeship Program for Market Gardeners Serving Kansas City." HortTechnology 16, no. 3 (January 2006): 439–43. http://dx.doi.org/10.21273/horttech.16.3.0439.
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The Growing Growers Training Program facilitates on-farm apprenticeships complemented by workshops on critical skills to train new growers and improve the skills of existing growers to meet large demand for local and organically grown produce in the Kansas City metropolitan area. The program is a collaborative effort of Kansas State University, University of Missouri Extension, the Kansas City Food Circle, and the Kansas Rural Center, and was established in response to requests by area organic growers for a training program to increase numbers of local organic producers. In Fall 2003, we developed the components of the program, including a curriculum designed to help apprentices gain a set of core competencies through practical and theoretical training activities, including one-on-one training by host farmers, readings, workshops and farm tours. During the 2004 growing season 11 apprentices worked part time or volunteered on eight host farms, and participated in a series of 11 workshops and farm tours. Based on self-assessment, apprentices felt they gained considerable skill in most of the core competencies. Both apprentices and host farmers expressed high satisfaction with the program. At the start of the 2005 season, demand for the program increased, with 25 apprentices with diverse backgrounds placed on 12 host farms. Workshop participation was not restricted to apprentices, and over 200 trainees paid to attend workshops during 2004, helping to generate funds to cover program costs. It is still early to judge program success, but eight of 11 of the 2004 apprentices were engaged in full- or parttime market gardening in 2005.
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Lahami, Muh Afandy Gunawan. "Pengaruh Workshop Media Pembelajaran Terhadap Peningkatan Kompeteni Guru Dalam Mengembangkan Media Pembelajaran." JOURNAL OF EDUCATIONAL TECHNOLOGY, CURRICULUM, LEARNING AND COMMUNICATION 1, no. 1 (January 5, 2021): 13. http://dx.doi.org/10.26858/jetclc.v1i1.17183.
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The purpose of this research is to describe the implementation of instructional media workshops, describe the competence of teachers in developing presentation media, and find out whether there is an effect of instructional media workshops on increasing teacher competence in developing learning media at SMP Negeri 18 Makassar. The approach used is descriptive qualitative research, while the type of research used in this research is descriptive qualitative, referring to the correlation study (relationship). The data analysis used descriptive analysis and inferential statistical analysis. The results of this study indicate that the implementation of the instructional media workshop shows very effective results based on the observations of the instructor and training participants. The pretest and posttest results showed that there were significant differences. This also answers the hypothesis H1 = There is an Effect of Learning Media Workshop on Increasing Teacher Competence in Developing Learning Media at SMP Negeri 18 Makassar. Keywords: Education and training, Teacher, Learning Media,Teacher Competence
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Philipp, Julia, Claudia Franta, Michael Zeiler, Stefanie Truttmann, Tanja Wittek, Hartmut Imgart, Annika Zanko, et al. "Does a Skills Intervention for Parents Have a Positive Impact on Adolescents’ Anorexia Nervosa Outcome? Answers from a Quasi-Randomised Feasibility Trial of SUCCEAT." International Journal of Environmental Research and Public Health 18, no. 9 (April 27, 2021): 4656. http://dx.doi.org/10.3390/ijerph18094656.
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Skills trainings for caregivers of patients with anorexia nervosa (AN) have been proven to be effective in improving caregiver skills and reducing caregivers’ psychopathology. The effects on patients, especially adolescents, are largely unknown. The aim of this study was to evaluate the effectiveness of a caregivers’ skills training program (Supporting Carers of Children and Adolescents with Eating Disorders in Austria, SUCCEAT, workshop or online version) on adolescents with AN delivered as workshops (WS) or online (ONL). Outcomes are Body-Mass-Index (BMI) percentile, eating psychopathology (Eating Disorder Examination, EDE), attitudinal and behavioural dimensions of eating disorders (Eating Disorder Inventory-2), motivation to change (AN Stages of Change Questionnaire), emotional and behavioural problems (Youth Self-Report) and quality of life (KINDL). All outcome variables significantly improved across both SUCCEAT groups (WS and ONL) and were sustained at 12-month follow-up. The online and workshop delivery of SUCCEAT were equally effective. Most effect sizes were in the medium-to-high range. Full or partial remission was observed in 72% (WS) and 87% (ONL) of patients. Caregiver skills trainings, either delivered as workshops or online modules, are highly recommended to complement treatment as usual.
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Lombardo, Aldo. "LLE and LfA: two powerful tools for TC workers." Therapeutic Communities: The International Journal of Therapeutic Communities 35, no. 1 (April 8, 2014): 5–9. http://dx.doi.org/10.1108/tc-05-2013-0008.
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Purpose – This is an appraisal of two workshop formats for people involved with, or interested in Therapeutic Communities (TCs). The paper aims to discuss this issue. Design/methodology/approach – The author had the good fortune of being a staff member of two differently organised workshops, both of which aimed to help staff working in TCs with the role of staff member. The origin and structure of the two workshops are described in “Living-Learning Experience” (LLE) and “Learning from Action” (LfA). Findings – This is followed by some observations and reflections made possible by the privileged position of the author's participation in both, within a fortnight of each other. Originality/value – The two workshops could be considered a valuable complementary training tool.
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Sowrey, Peter. "Practical training workshops for urban water supply." Waterlines 6, no. 2 (October 1987): 9–11. http://dx.doi.org/10.3362/0262-8104.1987.035.
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