Development and Preliminary Evaluation of an Implementation Facilitation Training Program.

Transferring successful implementation strategies from research to practice requires approaches for assessing fidelity to the strategy’s core components. Implementation facilitation (IF) is a strategy involving an interactive process of problem-solving, enabling, and supporting individuals in efforts to implement clinical innovations that occurs in the context of a recognized need for improvement and supportive interpersonal relationships. Because IF is a dynamic strategy involving numerous activities, our objective was to conduct a rigorous consensus development process to identify core activities for monitoring fidelity to IF when applied in clinical settings. We first conducted a scoping literature review to identify the range of activities used when IF has been applied in clinical settings, searching multiple citation databases for English-language articles including “facilitation” or other commonly-used terms for the strategy published from 1996–2015. Through multi-stage screening, 135 articles (from 94 studies) were identified for data extraction on IF activities, frequency with which IF activities were identified as ‘core’ by study authors, and study outcomes. From the literature review, we identified 32 distinct IF activities and developed definitions/examples for each. Next, we conducted a 3-stage, modified-Delphi expert panel consensus development process to identify core IF activities across three implementation phases (i.e., Pre-Implementation, Implementation, Sustainment). The expert panel identified 8 core activities for the Pre-Implementation Phase, 8 core activities for the Implementation Phase, and 4 core activities for the Sustainment Phase. This work provides an important foundation for developing measures/tools to assess use of core IF activities to ensure the strategy is delivered with fidelity.

Preliminary evaluation of a low-intensity parent training program on speech-language stimulation for children with language delay

PurposeWith the increased importance of training in organizations, creating important and meaningful programs are critical to an organization and its members. The purpose of this paper is to suggest a four‐phase systematic approach to designing and evaluating training programs that promotes collaboration between organizational leaders, trainers, participants and evaluators.Design/methodology/approachThe paper presents a case study of a leadership training program conducted at a Midwestern corporate university. Analysis of the qualitative data from interviews with participants and field notes during the first two iterations of the program highlight three major aspects that were then used to develop a unique measure for the evaluation of subsequent iterations. The case study was conducted over a period of 31/2 years involving a total of 175 managers.FindingsA main finding in this study was that content was three times stronger than applicability. This finding was critical in understanding the learning focus of the program and the significance of developing a unique evaluation system that is both meaningful and important to the organization and its members.Practical implicationsThe four‐phase approach to develop unique evaluations involving both content and applicability would be of value to human resource professionals involving in designing training programs for career development of managers.Originality/valueThis four‐phase approach focuses on learning and development at the individual and organizational levels. It aligns with Kolb's experiential learning theory and is a process that provides a feedback system for organizations to engage in double‐loop learning to improve the design, delivery and evaluation of their training programs.

OBJECTIVETo describe the research conducted to structure and develop a statewide tobacco training and certification programme for tobacco treatment specialists (TTSs) in Massachusetts.DESIGNQualitative research strategies were used to obtain information...

The purpose of this study was to provide an evaluation of an interviewee skills training program in a field setting using a broad sample of interviewers, jobs, and candidates. The training program (n= 158) derived its content from previous literature and used multiple instructional techniques. An experimental design was employed with a self‐study (placebo control) group (n= 140), random assignment, and many levels of evaluation criteria. Measures exhibited acceptable reliability, and statistical power was high for all analyses. Results indicated that class members responded positively to the program and demonstrated substantial learning. Interviewer evaluations of behavior failed to distinguish between experimental groups, however, and no differences were observed in job offers. Furthermore, no differences were observed between study participants and nonparticipants (n= 174) in terms of interview behavior and job offers. This study illustrates the danger of relying solely on reaction or learning criteria in the evaluation of training programs. Several explanations are offered for the findings.

Autism spectrum disorder is estimated to impact 1.5 million children and almost 5.5 million adults. However, most physicians do not receive training on how to provide care to this increasingly large group of people. After performing a systematic review of the literature and screening over 4,500 unique articles focused on the effectiveness of autism-specific training programs designed for physicians and physician trainees, we determined that 17 studies met the pre-determined criteria for inclusion in this systematic review. The results reported by these studies suggest that by completing specialized training programs related to autism, physicians were more knowledgeable on topics related to the condition, more confident in their ability to provide care to autistic individuals, and more likely to screen their patients for autism spectrum disorder. However, further studies with higher quality data are needed to validate these findings and provide additional insight on the ability of these programs to improve physician behavior and patient outcomes. We are therefore advocating that medical educators develop and evaluate specialized autism training programs with an increased focus on improving physician behavior related to all aspects of providing care to autistic people.

Training programmes for road transport jobs and positions vary significantly across Europe and worldwide. The training programmes are highly developed and specialised in some countries, being strategically managed at a national level, whilst in many countries, training in particular for lower-skilled positions, is mostly organised and managed in-house by companies, and just a few national formal training schemes are available. Therefore, it is necessary to identify potential gaps in the availability of training schemes and programmes in the road transport sector, to support further development of new programmes or the improvement of existing ones. This paper is centered on the analysis of existing training programmes and schemes for road transport primarily in Europe, but additionally Australia is also added in the study. A data set has been collected and statistically analysed for a number of countries. Different job categories in road transport have been studied. A comparison of results is presented showing a vast diversity and lack of standard in skills development for road transport. The study did not identify any evidence for any harmonised procedure and best practices in skills development for road transport amongst the countries under study. Instead, it appears that each country has developed and implemented training programmes and courses for a specific audience, targeting a specific learning outcome.

The development of high quality training program for real tine trans rectal ultrasound low dose rate (LDR) prostate brachytherapy

Latino immigrants are less likely to be involved in addressing health-related issues affecting their own community. Community health workers have played a significant role in addressing the health of underserved communities in several countries. The objective of this article is to describe the development, implementation, and evaluation of a community-based training program that empowers promotores to identify the health needs of recent Latino immigrants. Promotores were able to develop interventions based on the needs of recent Latino immigrants. Latino community members participated in a 30-hour training program. Training was provided in 15 two-hour sessions over 3 months. Training included field-work accompanied by skills development in leadership, organization, interpersonal communication, and survey implementation. Upon completion of the training, promotores conducted household surveys designed to identify community health needs. The evaluation employed quantitative measures to track promotores’ canvassing activities and assessment of health behaviors. Out of the 22 promotores enrolled in the training program, 15 (68.18%) completed the training program. Within 3 months, promotores administered 105 household surveys and identified poor access to health care, lack of insurance (78.6%), low daily consumption of fruits (73%) and vegetables (37.5%), and frequent exposure to tobacco smoke (31.7%). Our study demonstrated the feasibility of recruiting and engaging promotores to identify health priorities within the Latino community. This initial step will inform the development of future community-based interventions.

Occupational stress is a pressing issue for small- and medium-sized enterprises (SMEs), which are particularly vulnerable due to limited resources and unique challenges. Effective leadership is pivotal in mitigating stress and promoting workplace well-being, yet existing leadership training programs often lack a focus on relational competencies, which has been found as a core competency in fostering well-being among both leaders and employees. This study aims to evaluate a mentalization-based leadership training program designed to enhance relational competencies and improve employee and leader well-being in SMEs. The intervention study uses a quasi-experimental design with repeated measures at four time points. The estimated inclusion of participants counts 100 leaders and 700 employees from SMEs across various industries in Denmark. The program integrates mentalization theory with relational leadership theory, focusing on enhancing leaders’ capacity to mentalize, which is the capacity to understand and interpret mental states in oneself and others. The training program consists of five monthly in-person modules and four online modules. Linear mixed-effects models are used to examine effectiveness, and a mixed-method process-evaluation is applied to evaluate the implementation and training transfer. This study addresses critical gaps in leadership training by targeting relational competencies necessary for enhancing well-being among employees and leaders. The study hypothesizes that the training program will enhance leader and employee well-being, foster psychological safety and improve the psychosocial safety climate. Changes in leaders’ mentalizing capacity and relational leadership behaviors are anticipated to mediate these outcomes. By emphasizing mentalization as a core relational competency, the findings aim to contribute to evidence-based strategies for improving occupational mental health in SMEs, offering practical implications for public health interventions. This study was registered on the Open Science Framework (OSF) under the identifier https://osf.io/4nwc8 on October 20, 2024.

This review aims to inform the evaluation of Chinese farmer training programmes through comparison with studies assessing public training programmes in the USA and Europe. The results of comparative analysis from 62 studies in the USA, Europe and Mainland China suggest that evaluation studies of the farmer training programme should measure the effectiveness of farmer training on agricultural income. Considering the cost and availability of data, cross‐section estimation may be an effective way to evaluate the effectiveness of farmer training programmes in China, but on the basis of controlling the initial demographic characteristics of samples. In particular, political status (whether a party member of Communist Party of China or not), position (whether village cadre or not) and region of residence are considered to be important determinants that impact the effectiveness of farmer training programmes in China. This review sets out directions for the future study of Chinese training programmes, with particular emphasis given to the need for research into the causal effects of different training courses, the dynamic effects arising from variation in the duration of training, and the medium‐run or long‐run effects of training programmes.

Mental health clinicians working in outpatient clinics frequently receive little to no training in the treatment of pediatric eating disorders. This dearth of training has led to insufficient access to care for these critically ill patients in their communities. The goal of this study was to describe the development and evaluation of a novel training program for mental health clinicians. Five clinicians working in an outpatient psychiatry clinic within an academic medical center were enrolled in a six-month training program. Their comfort/competence in the delivery of eating disorder treatment and overall knowledge around diagnosis and treatment of eating disorders was evaluated at baseline, one month, and six months. Clinicians reported their comfort in making the diagnosis of an eating disorder went from low or very low pre-training to moderate or high at six months. Further, they rated their comfort with providing the necessary treatment for patients with eating disorders as low or very low pre-training compared to moderate or high at six months. These clinicians were able to regularly incorporate eating disorder patients on their caseloads, thus increasing access to care in the clinic. Future training would benefit from more experiential learning and ongoing institutional support to prevent drift from evidence-based treatments for mental health clinicians working with eating disorder patients.

Graduate teaching assistants (GTAs) play an important instructional role in teaching undergrad- and graduate-level courses, yet they receive very little training. The most common form of teaching professional development to GTAs is a pre-semester workshop held at the course, department, or college level. In this study, we describe the development, implementation, and evaluation of GTA training programs using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). We used observation and interviews for data collection. ADDIE is generally used in instructional design. The results show the value of utilizing ADDIE in developing and evaluating a training program. It is intended to analyze the multi-dimensional connection of designing a training program: meeting expectations of trainees seeking to acquire skills sets as well as understanding the nuances and navigating the complex system that is needed to be successful on the job.

The study reports the results of impact of training on Learners' performance with reference to the training programs conducted at the International Agricultural Research Institute. Hyderabad.The sixindependent variablesApplication of Training, Job knowledge Enhancement, Analytical Tools, Resources, Motivation, New Competencies with one dependent variable Learners' improved Performance based on the knowledge gained from the training measured. The institute conducts in-house training programs on application of advanced crop improvement methods twice a year for the benefit of the researchers in India and some Sub- Saharan African countries working in the area of agricultural research in general and crop improvement in particular.The data was collected using a post-training survey of 200 trainee participants including 60 women and 140 men, from eight such training courses spread over three years to assess the training program impact on Learners' performance. The evaluation was done measuring the effect of the six above said independent variables of the training programs on the dependent variable performance. The descriptive analysis, correlationtechniques, inferential statistics, and multiple regression analysiswere applied to arrive atconclusions. To measure the reliability of thescale used for this study, and internal consistencies of the survey questionnaire, the reliabilitystatistics Cronbach's alpha and Spearman-Brown split-half reliability were used. The overall Cronbach alpha is 0.81 whereas Spearman-Brown static was 0.75and the Cronbach alpha value ranged from 0.64 to 0.71and Spearman Brown-Split Half reliability varied from 0.61 to 0.75 for all the 6independent and one dependent variable. The study concluded that the training impacts on Learner's performance positively and it also depends on the application of the learned techniques into regular use in their job assignments and regular work. Training evaluation is a vital aspect of any sort of training and its effect on the person in performing his/her job assignments more efficiently. Feedback is essential for the training organizers to know how they are progressing, also is crucial to the learner's confidence too. People's commitment to learning relies heavily on confidence and a belief that the learning is achievable, the way that training assessments are designed and delivered, and results presented back to the learners. Training evaluation is the systematic assessment of the worth or merit of some object or aim and the act of judging whether or not the activity to be evaluated is worthwhile in terms of set criteria.The rapid advancement in science, modernization of science and technological changes envisaged agricultural research sector to look for new methods of training in the area of crop improvement (1). This is essential to change the dimensions of the training needs to cope up with those changes and to keep with the pace of rapid science development. There were very limited work has been reported on addressing the impact of training in the area of agricultural research using modern techniques. This study focussed on evaluating the impact of training program using six independent variables and its impact Learner's performance using post-training survey. Training program evaluation is must for all training programs as the evaluation tools and methodologies help to determine the training program effectiveness and instructional interventions. Though the training evaluation is important, there is evidence that evaluations of training programs are often inconsistent or missing (2)-(5). The main reasons for inadequate evaluations include: insufficient budget allocated; insufficient time allocated; lack of expertise; blind trust in training solutions; or lack of methods and tools (6).The evaluation of training is complex and involve several complex factors to measure the training interventions in respect of learning, transfer, and organizational impact. These factors are associated with the dynamic and rapid changes in technology knowhow and compelled the organizations like international agricultural research institute to envisage frequent changes in the structure, instructional methods and content of the trainings they

Effectiveness of Two Methods of Obtaining Feedback on Mental Health Services Provided to Anonymous Recipients