A controlled study of the short- and long-term effects of a Train the Trainers course

Abstract

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.

What is the impact of a national postgraduate medical specialist education reform on the daily clinical training 3.5 years after implementation? A questionnaire survey

“…One might speculate that the mandatory course participation should have been extended to include the seniors as well. We have previously shown that when courses on clinical teaching involved all doctors in a clinical department, it had a positive and lasting effect on training practice and educational climate [10]. This positive effect in part related to participation of all doctors from the departments, thereby reaching the "critical mass" necessary to change the educational culture and behaviour in a department.…”

“…Unfortunately, this tool was not available when this study was conducted. Our questionnaire was used in another study [10], successfully detecting changes in daily clinical practice. Hence, we feel confident of the validity of our instrument.…”

“…Yet, courses on learning and teaching have long been offered to senior clinicians on a regular basis in the North Denmark Region. The content of these courses was quite similar to the new mandatory courses for junior doctors [10]. No changes in work hour or work conditions were introduced by the reform, and there were no plans for changing the hours reserved for education in the clinical setting.…”

Facilitators and barriers to a nationwide implementation of competency-based postgraduate medical curricula: A qualitative study

“…Well-organized training in educational methods and the use of the assessment instruments proved useful in accelerating the implementation process. Training generated a more positive attitude toward the innovations, and it led to knowledge sharing, enhanced the educational knowledge and teaching behavior of the doctors, and caused improvements in the clinical learning climate (Rubak et al 2008). …”

Back to the future: education or training for paediatricians?

“…Adult education focuses on a different relationship, enabling a greater autonomy in knowledge generation and skill development 19 20. This requires different skills and understanding to those required to be a successful trainer 7 21 22 23 24 25 26…”