Teacher's PETS: a new observational measure of experiential training interactions

Abstract

AbstractGovernment policy now stresses the importance of staff training in fostering evidence‐based practice, but what is done in the name of training is rarely reported and there are few instruments with which to analyse training. Therefore, the purpose of the present study was to develop a new measure of training processes and mini‐outcomes, and to provide a case study illustration. A single subject (N = 1) withdrawal design was used to assess the empirical validity of the measure. The measure (Teacher's PETS) was derived from the applied psychology literature in order to operationalize Kolb's (1984) integrative theory of experiential learning. Reliability and validity assessments were conducted. During the intervention phase of the case study baseline data from PETS were fed back to the trainer. The effectiveness of this intervention was assessed structurally and functionally, in relation to the learners, i.e. mental health staff (N = 31) receiving training in evidence‐based practice (psychosocial interventions in severe mental illness). PETS was found to have very good inter‐rater reliability (K = 0.84) and promising content, empirical and concurrent validity. The case study illustrated that, at baseline, the training did not correspond to a ‘training workshop’. However, the intervention of feedback and modelling resulted in more appropriate training processes and outcomes, which were maintained at a 1‐month follow‐up assessment. It is concluded that PETS shows promise as an instrument and has the advantage of affording detailed, transactional information to improve the efficiency of training. It may also be useful in relation to clinical supervision. Copyright © 2002 John Wiley & Sons, Ltd.