A controlled study of the short- and long-term effects of a Train the Trainers course.
Objectives This study aimed to establish the longterm effects of a 3-day 'Training for Trainers' course (TTC) on doctors' knowledge, teaching behaviour and clinical learning climate. Methods The study was designed as an intervention study with pre-, post- and long-term measurements. The intervention...
| Publicado en: | Medical Education Vol. 42; no. 7; pp. 693 - 703 |
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| Autores principales: | , , , |
| Formato: | research Journal Article |
| Publicado: |
Wiley-Blackwell
Jul2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105803913&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105803913 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Jul2008 vid: 42 iid: 7 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105803913 105803913 2009947374 10.1111/j.1365-2923.2008.03044.x NLM18507769 105803913 ppf: 693 ppct: 10 formats: fmt: @attributes: type: P tig: atl: A controlled study of the short- and long-term effects of a Train the Trainers course. aug: au: Rubak S Mortensen L Ringsted C Malling B affil: Department of Internal Medicine, Viborg Hospital, Viborg, Denmark sug: subj: Education, Medical Internal Medicine Education Orthopedics Education Teaching Case Control Studies Denmark Educational Measurement Feedback Learning Professional Competence Standards Questionnaires Human ab: Objectives This study aimed to establish the longterm effects of a 3-day 'Training for Trainers' course (TTC) on doctors' knowledge, teaching behaviour and clinical learning climate. Methods The study was designed as an intervention study with pre-, post- and long-term measurements. The intervention group (I-group) included 118 doctors from the departments of internal medicine and orthopaedic surgery at one university hospital. The control group (C-group) consisted of 125 doctors from the corresponding departments at another university hospital. Gains in knowledge about teaching skills were assessed by a written test. Teaching behaviour and learning climate were evaluated by questionnaires. Results In the I-group, 98.4% of doctors, both specialists and trainees, participated in a TTC. Response rates on the written test varied from 90% at baseline to 70% at 6 months after the intervention. Knowledge about teaching skills increased in the I-group by 25% after the TTC and was sustained at 6 months. Questionnaire response rates varied from 98.4% at baseline to 84.8% at 6 months. Post-course, the teaching behaviour of the I-group significantly changed and its learning climate improved compared with the C-group. Scores for use of feedback and supervision in the I-group increased from 4-5 to 6-7 (maximum score = 9). This was significantly higher than in the C-group. Conclusions A 3-day residential TTC has a significant impact in terms of gains of knowledge concerning teaching skills, teaching behaviour and learning climate after 6 months. The positive effects demonstrated in this study were rooted in both the specialists and trainees who attended the course. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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