Evaluation Of Training Program Research Articles

Increasing transcultural competence in clinical psychologists through a web-based training: study protocol for a randomized controlled trial.

In mental health care, the number of patients with diverse cultural backgrounds is growing. Nevertheless, evaluated training programs for transcultural competence are missing. Barriers for engaging in transcultural therapy can be identified in patients as well as in therapists. Besides language barriers, clinical psychologists report insecurities, for example, fear of additional expenses when involving a language mediator, ethical concerns such as power imbalances, or fear of lack of knowledge or incorrect handling when working with patients from other cultures. Divergent values and concepts of disease, prejudices, and stereotyping are also among the issues discussed as barriers to optimal psychotherapy care. The planned study aims to empower clinical psychologists to handle both their own as well as patients' barriers through a web-based training on transcultural competence. The training includes 6 modules, which are unlocked weekly. A total of N = 174 clinical psychologists are randomly assigned to two groups: the training group (TG) works through the complete training over 6 weeks, which includes a variety of practical exercises and self-reflections. In addition, participants receive weekly written feedback from a trained psychologist. The waitlist control group (WL) completes the training after the end of the waiting period (2 months after the end of the TG's training). The primary outcome is transcultural competence. Secondary outcomes consist of experiences in treating people from other cultures (number of patients, satisfaction and experience of competence in treatment, etc.). Data will be collected before and after the training as well as 2 and 6 months after the end of the training. This randomized controlled trial tests the efficacy of and satisfaction with a web-based training on transcultural competence for German-speaking clinical psychologists. If validated successfully, the training can represent a time- and place-flexible training opportunity that could be integrated into the continuing education of clinical psychologists in the long term. DRKS00031105. Registered on 21 February 2023.

Relationship Between Resuscitation Team Members' Self-Efficacy and Team Competence During In-Hospital Cardiac Arrest.

Inadequate self-efficacy of resuscitation team members may impair team performance, but high self-efficacy does not guarantee competence. We evaluated the relationship between individual self-efficacy and resuscitation team competence. Secondary analysis of a randomized controlled trial. High-fidelity in situ in-hospital cardiac arrest simulations at seven hospitals in Utah. Multidisciplinary cardiac arrest resuscitation team members. None. Resuscitation team members completed surveys evaluating resuscitation self-efficacy (confidence in resuscitation role, difficulty thinking clearly, and concerns about committing errors) after each simulation. The primary outcome was event-level chest compression hands-on fraction greater than 75%. Secondary outcomes included other measures of resuscitation quality, advanced cardiac life support protocol adherence, and nontechnical team performance. Analyses employed the Datta-Satten rank-sum method to account for response clustering within simulation events. Of 923 participants in 76 analyzable simulations, 612 (66%) submitted complete surveys and 33 (43%) resuscitation teams achieved hands-on fraction greater than 75%. Event-level chest compression hands-on fraction greater than 75% versus less than or equal to 75% was not associated with the percentage of resuscitation team members reporting confidence in their team role (n = 213 [74%] vs. n = 251 [77%], respectively, p = 0.18), lack of difficulty thinking clearly (n = 186 [65%] vs. n = 214 [66%], p = 0.92), or lack of worry about making errors (n = 155 [54%] vs. n = 180 [55%], p = 0.41). Team members' confidence was also not associated with secondary outcomes, except that teams with confident members had better values for composite (3.55 [interquartile range, IQR 3.00-3.82] vs. 3.18 [IQR 2.57-3.64], p = 0.024) and global (8 [7-9] vs. 8 [6-8], p = 0.029) scales measuring nontechnical team performance. Team members' self-efficacy was not associated with most team-level competence metrics during simulated cardiac arrest resuscitation. These data suggest that self-efficacy should have a limited role for evaluation of resuscitation training programs and for initial certification and monitoring of individual resuscitation team members' competence.

Evaluation of On-Site Training and Certification Programmes for Semi-Skilled Construction Workers in Kenya: The Case of Nairobi City County

Kenya's construction sector can close the knowledge and skill gap by providing on-the-job training and certification programmes for semi-skilled workers, but low participation rates persist. The study mainly aimed to assess the extent of awareness of on-site training and certification programmes among semi-skilled workers in Kenya, focusing on their training needs, identification of such programmes, and exploration of communication and awareness tools.The study employed a qualitative research approach, incorporating theories such as the theory of reasoned action, Yale attitude change approach and cultivation theory. Descriptive research design was utilized, targeting semi-skilled workers, site managers, officials from NITA and NCA, and academic experts. The study utilized snowball sampling to select semi-skilled workers, followed by purposive sampling for interview responses. Microsoft Office Excel 2010 was utilized for data analysis, employing presentation strategies like frequency distribution in percentages to make the data easily understandable and referenced, along with pie charts and bar graphs. The study found that most semi-skilled workers were moderately or poorly aware, with direct communication being the primary method for raising awareness. The study recommended Kenya's government to boost on-site training programmes, enhance communication tools, increase awareness campaigns, and conduct more research on their efficacy and factors affecting their implementation among semi-skilled employees.

Evaluation of a Pediatric High-Flow Nasal Cannula Training Program for Providers at Moi Teaching and Referral Hospital in Eldoret, Kenya

Background: High-flow nasal cannula (HFNC) is a relatively safe, effective, and well-tolerated form of non-invasive ventilation for children with respiratory distress and is regularly used in resource-rich settings. Pediatric HFNC has been successfully implemented in resource-limited settings; however, little is known about the training process required to integrate HFNC into care. The present study evaluates a pediatric HFNC training program conducted at Moi Teaching and Referral Hospital (MTRH) in Eldoret, Kenya prior to HFNC implementation at Shoe4Africa Children’s Hospital. Methods: This study took place within the Academic Model Providing Access to Healthcare (AMPATH) program, a partnership among MTRH, Moi University, and a consortium of North American universities led by Indiana University. The training program curriculum included information about HFNC; clinical signs of respiratory distress; a demonstration and hands-on practice with HFNC machines; a locally adapted protocol for pediatric HFNC implementation; and a sample patient case. Fifty-nine acute care providers (nurses, clinical officers, medical officers, and registrars) participated in training. Participants completed pre-tests and post-tests (immediate and 3-month follow-up) containing open-ended questions to assess HFNC knowledge and five-point Likert scale questions to assess HFNC comfort and attitudes. Data were analyzed using descriptive statistics and two-proportion Z-tests (α=0.05). Results: Average knowledge assessment scores significantly increased from pre-test (2.19/6) to post-test (5.59/6; p<0.001). While scores decreased slightly at the 3-month follow-up, they remained increased from pre-test levels (4.53/6; p<0.001). The percentage of respondents who answered each knowledge assessment question correctly on the post-test and 3-month followup were significantly increased from the pre-test. Participant comfort using HFNC was increased on both the post-test (p<0.001) and 3-month follow-up (p=0.038). Conclusions: This program successfully trained providers in pediatric HFNC use at MTRH and could inform future HFNC training in resource-limited settings. Future studies should evaluate pediatric outcomes at Shoe4Africa after HFNC implementation.

Long-Term Evaluation of a Short Training Program for the Unemployed: Exploring Administrative Data

Long-Term Evaluation of a Short Training Program for the Unemployed: Exploring Administrative Data

Pharmacist and student evaluation of a preceptor training program in a regional Australian University: a multi-method study

BackgroundIncreased emphasis on workplace-based learning within pharmacy curricula has led to a focus on the quality of preceptors and the provision of preceptor training, with a diverse range of training programs for preceptors being developed across the globe. To ensure that preceptors are trained appropriately and deemed to be competent in their role, it is essential that all training programs are suitably evaluated. This research aimed to evaluate an online preceptor training program at a regional Australian University.MethodsKirkpatrick’s four level model for assessment of training was used to evaluate this program. A multi method approach included a preceptor post training survey and interviews and a student survey evaluating the preceptor. Preceptor survey data were analysed using descriptive statistics and content analysis, while inductive thematic analysis was used to analyse the interviews. Student evaluations of trained and untrained preceptors were compared to determine whether training had impacted on student-rated preceptor effectiveness.ResultsTwenty-eight preceptor post-training surveys were received, ten preceptor post-training interviews were conducted, and 35 student surveys were completed. The program was rated positively overall, with notable mention by preceptors of the interactive networking session. Following their first post-training student placement, preceptors found that their overall confidence levels had improved, particularly in relation to student management, evaluating students and providing feedback. Student evaluations of preceptors revealed improved ratings of trained versus untrained preceptors, especially as effective communicators.ConclusionsThis study demonstrated that training had a positive impact on preceptor attitudes, behaviour and confidence levels. From the perspective of the student, training was also found to improve preceptor performance. These results highlight the beneficial effects of training for preceptors, to optimize the student placement experience and their preparation for future practice.

An evaluation of completed and averted school shootings.

For over two decades school shootings have become a significant concern, especially in the United States. Following a rampage school shooting, extensive resources are devoted to gathering all of the information surrounding the event. To date, few studies have compared completed to averted, or near-miss, school shootings. This study utilized the largest known sample of cases based in the United States in an effort to identify potential targets for prevention. Data were derived from the Averted School Violence database of incidents occurring between 1999 and 2020. Statistical analyses were conducted to determine how age, co-conspirator involvement, engagement in leakage warning behavior, and motives - in isolation and in combination - varied between groups. In insolation, age, co-conspirator involvement, engagement in leakage warning behaviors, and motives were significantly different between groups. However, when these variables were combined into a logistic regression, co-conspirator involvement, engagement in leakage warning behaviors, and motives involving suicidal intent emerged as statistically significant predictors of group membership. Age no longer differentiated the two types of events. This study demonstrates that regardless of suspect age, threats of school violence must be taken seriously and investigated fully. Further, students reporting their peers' engagement in shooting-related behaviors (e.g., bringing a gun to school, mapping school, etc.) was one of the most significant predictors that a plot will be thwarted. While perpetrators who planned with others had increased odds of their plot being identified, those acting alone still demonstrated leakage behaviors. If individuals in the school environment are educated regarding warning behaviors, lone perpetrators can still be identified and reported to authorities. The perpetrator's emotional distress, in particular depressive or suicidal thoughts were also a significant predictor of a completed school shooting. Future research efforts should focus on the development and evaluation of peer training programs to assist in the detection of school shooting warning behaviors.

Real-time feedback in basic nursing education: Evaluation of basic life support training programs

Real-time feedback in basic nursing education: Evaluation of basic life support training programs

Mixed-methods analysis of personal growth in an equity-centered leadership development program.

Self-efficacy (or the belief in one's ability to effect change) often moderates the relationship between education, interest, and actions in evaluations of training programs that prepare community-based investigators in the clinical and translational sciences workforce. Such evaluations, however, tend to emphasize individual-level attitudes when there are also community- or organizational-level outcomes impacted. This study uses a novel sequential, explanatory mixed-methods design to explore multiple levels of self-efficacy (or self-awareness of personal growth in leadership) in the Clinical Scholars program, an equity-centered leadership development program for mid- to later-career healthcare professionals. Our design involves: (1) bivariate correlations and confirmatory factor analysis of self-assessed competencies across all program participants to identify emergent combinations of competencies, which informed (2) more nuanced thematic coding of participants' stories of most significant change in their personal and professional lives, as a result of the program. In unpacking their accounts of personal leadership styles (that aligned with our quantitative analyses of competencies), we found that participants demonstrated multiple competencies simultaneously. Specifically, they employed emotionally intelligent learning and consensus-building dialogue to manage conflict for interpersonal impact. Additionally, they used this combination of skills to unite diverse stakeholders under a shared vision in order to lead and manage organizational change where all colleagues' contributions were valued. Together, these methods extend our understanding of personal growth in leadership as an outcome of the program in terms of individual- and organizational-level impacts, using representative quantitative self-assessments to categorize rich qualitative descriptions.

Information Fusion for the Training of Public Administrators: Design of a Composite Indicator through the Integration of AHP and TOPSIS Methods

The article addresses the importance of capacity development among public administrators to ensure the efficient functioning of the state and the provision of quality services to the citizenry. This entails acquiring legal knowledge, ethical principles, and technical skills in areas such as strategic planning, financial management, and policy evaluation. In addressing the evaluation of public administrators' training programs, the Analytic Hierarchy Process (AHP) and Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) methods are employed. The methodology delineates the fundamental concepts and key equations to understand the application of these methods in evaluating public administrators' training programs. The findings underscore the significance of specific competencies in public administrators' training. These competencies, combined with comprehensive training encompassing cognitive, attitudinal, and instrumental dimensions, can equip professionals to confront current governmental challenges effectively. The article emphasizes the relevance of capacity development among public administrators and introduces methods such as AHP and TOPSIS to assess and enhance training programs in this field, aiming to bolster the state's capacity to respond efficiently to societal needs.

Evaluation of a multi-site health services psychology training program for telehealth and integrated behavioral health.

Training future providers in telehealth and integrated care models can improve access and outcomes, especially among rural and underserved populations. The (blinded) project implemented behavioral health training for health service psychology doctoral students with three partner organizations. Trainees received both experiential and didactic training in telehealth and integrated behavioral health. Telehealth was utilized for remote warm hand-offs, hybrid shared appointments, therapy sessions, coordination with providers, and supervision. Program elements included opportunities for consultations with experts in other disciplines, supportive mentorship, exposure to various parts of a healthcare system, and interactions with diverse clients. The (blinded) training program evaluated trainee outcomes using fourteen interviews and three focus groups. Interviews and focus groups examined aspects of the program that contributed to trainees' knowledge, skills, and attitudes. Evaluation results revealed increased levels of trainee confidence, autonomy and independence. Training reportedly enabled improved ability to collaborate and communicate with other professions, increased flexibility and adaptability, and openness to others' ideas. Trainees reported the program's use of telehealth enhanced awareness of their own skills and team members' perspectives of technology in care delivery. Descriptions of the three care models, lessons learned, and qualitative results about trainee outcomes can be translated into best practices for workforce development and enhance psychology trainees' self-awareness and ability to incorporate others' viewpoints about technology and treatment approaches into healthcare.

Evaluation of field epidemiology training programs: a scoping review.

Field Epidemiology Training Programs (FETPs) are competency-based training programs that play a critical role in strengthening global health security and enhancing the epidemiological capabilities of public health professionals. This scoping review examined available published literature on the evaluations of FETPs globally. A literature review was conducted to evaluate FETPs globally. Keywords specific to the evaluation of FETPs were utilized to search the PubMed, Scopus, and Web Science databases. After applying the inclusion and exclusion criteria, 12 relevant studies from an initial pool of 60 were included in this study. Data extraction included key details, and a qualitative synthesis organized diverse findings using a narrative approach to draw appropriate conclusions and generate recommendations. The review covered findings from 12 studies covering all three FETP modalities and spanning countries in various regions. Evaluations explored gained skills, engagement in FETP activities, and improvements in field epidemiological functions. Gained skills and knowledge, engagement in FETP activities, and improvements in field epidemiological functions were evident, with specific expectations for each FETP tier. Positive outcomes were consistent across studies, revealing improvements in surveillance activities, outbreak response, data management, and other system functions. This review confirmed the positive impact of FETPs on trainees and graduates, which emphasized competency enhancements across different modalities. Various strategies are recommended to improve the evaluation of FETPs. For effective evaluation, it is necessary to develop robust evaluation tools and establish standardized metrics to compare FETPs across regions or countries.

Development, Delivery and Evaluation of a Safety Training Program on Demolition for Blight Reduction

Development, Delivery and Evaluation of a Safety Training Program on Demolition for Blight Reduction

Facility Preparedness for Recurring Cholera Epidemics: A Case of Matero and Kanyama Sub-Districts, in Lusaka.

Cholera, an enteric disease of immense public health concern, causes an estimated 2.8 million cases with 91,000 deaths globally every year. The first cholera outbreak in Zambia was reported in the 1970s and several other outbreaks have occurred over the years, with the worst outbreak being in 2023/2024 with over 20,577 cases surpassing the past highest record 1991 outbreak that resulted in over 13,000 cases. During the 2009, 2010 and 2016 cholera outbreaks, Lusaka reported the highest number of cholera cases in Zambia. Zambia remains threatened by recurrent outbreaks of cholera, with more than 11 cholera hotspots spread across peri-urban areas and fishing camps. In Lusaka the hotspots include Matero and Kanyama constituencies/sub-districts. Each time Lusaka has cholera outbreaks, the cases are always overwhelming in the initial stages, something which made the researchers question the levels of preparedness especially that cholera has an established routine of starting at the onset of the rain season. The study used mixed method (both qualitative & quantitative) research with exploratory descriptive approach as a research methodology. The study drew 70 participants from 9 health facilities in the sub-district that attended to a questionnaire and 9 facility heads that responded to a questionnaire. Data analysis was achieved through descriptive analysis of quantitative data using SPSS and thematic narrations for the qualitative data. The findings show that 71.4% of the respondents came from facilities that were only partially prepared to handle cases of cholera should an outbreak occur. The study also found that 74.3% of the respondents had a negative attitude towards work regarding the outbreaks of cholera. The study revealed that 78.6% of the respondents indicated that their facilities had poor flow of materials and resources for management and prevention of the cholera outbreak. 85.7% indicated that their health facility administration policies and initiatives were poor when it comes to prevention and management of cholera cases. The study concluded that the main reasons for partially prepared facilities were inadequate infrastructure, materials/equipment, human resource and poor attitudes of healthcare workers and administrative policies. Therefore, the study recommends provision of supplies and behaviour change including continuous capacity building of Healthcare Workers in response to Cholera and other emerging and re-emerging diseases (Epidemics). Further, we recommend for the development and evaluation of training programs for healthcare workers that focus not only on technical skills but also on improving attitudes and administrative practices.

Management of The Garment Sewing Training At The Dessy Course And Training Institution (LKP) Semarang

The implementation of training programs requires systematic management to support the achievement of training objectives, but in practice the implementation of management in some institutions is not optimal. Some institutions simply conduct training without structured and systematic management. This study aims to identify and describe training management, which includes 1) planning, 2) implementation and 3) evaluation of training at LKP Dessy. The research design is qualitative and the respondents are executives, trainers, administrators and students. Data collection methods included observing, interviewing, and documentation. Verify data validity by triangulating sources and methods. The data were analyzed using an interactive model that includes data reduction, data presentation, and drawing conclusions. The results showed that LKP Dessy's training management involves 1) Planning includes identifying program managers and support staff, determining: objectives, teaching materials, learning methods, media and tools, evaluation, time and place of training, training instructors, preparing activity plans and schedules, and preparing activity budget plans. 2) Training implementation includes recruiting trainees by distributing brochures and selecting trainees through administrative selection and interviews. The training is conducted using lecture and practical learning methods in accordance with the material presented, and the training is evaluated using daily assessments and competency tests. 3) Evaluate training programs by reviewing skill levels, trainers and program managers, facilities, systems and procedures, and training results. Implementing evaluation at LKP Dessy through discussions between managers, staff and trainers. There is no structured and systematic evaluation in the implementation of evaluation at LKP Dessy

Analysis of Speed, Power and Agility of Football Players Reviewed from Age Differences

Physical profile in soccer is one of the important things to determine a training program, but analysis that focuses on aspects of speed, power, and agility based on age categories has not been carried out by coaches. The purpose of this study was to analyze the speed, power, and agility of soccer players in terms of age differences. The research method is quantitative descriptive with a survey approach, participants are soccer players aged 14-15, 16-17, 18-19 years totaling 60 males, test instruments are 30-meter run, 80-meter run, illinois run, and standing broad jump. Survey and test data collection techniques, Kruskall Wallis test data analysis techniques and post hoc tests. The results found a variable speed of 80 meters there was a significant difference in age 14-15 and 18-19 years' sig value of 0.000<0.05, age groups 16-17 and 18-19 years there was a significant difference in sig value 0.013<0.05, while age 14-15 and 16-17 years there is no significant difference sig value 0.042>0.05. The agility variable has a significant difference in age 14-15 and 18-19 years sig value 0.000 <0.05, there is a significant difference in age 14-15 and 16-17 years sig value 0.000 <0.05, while age 16-17 and 18-19 years there is no significant difference sig value 0.458>0.05. It is concluded that chronological age affects the performance obtained, especially agility and speed. Hopefully, this research will be useful for coaches as a basis for evaluation and preparation of training programs. Further research is expected to look at other aspects such as gender differences, body mass index, and differences in player position.

The Development and Psychometric Testing of the Scale of Cultural Sensitivity of Health Care Professionals in Japan.

The development of cultural sensitivity is essential for health care professionals but there are few tools to measure this quality in Japan. The purpose of this study was to develop a scale of cultural sensitivity for Japanese health care professionals and examine its reliability and validity. A draft scale was created through conceptual analysis and a questionnaire was completed by 515 health care professionals and 1,322 college students. Exploratory and confirmatory factor analyses were used to determine suitable scale items and examine model fitness. The four-factor 18-item scale showed acceptable model fitness. Cronbach's α coefficient exceeded .90 and correlation coefficients for criterion-related validity were over .29. Construct validity was confirmed by the significantly higher score of the cross-culturally experienced groups. The intraclass correlation coefficient was .642 (professionals) and .722 (students). This reliable and valid scale for Japanese health professionals and college students may be used to evaluate training programs to increase their cultural sensitivity.

Reliability and Validity of the 15-Item Remote First Aid Self-Efficacy in French and English

Introduction: The Remote First Aid Self-Efficacy Scale was originally developed as a 30-item self-report instrument designed as an evaluation tool for training providers and a reflection tool for course participants. Remote first aid training courses and programs are designed for remote communities, worksites, and other wilderness contexts involving activities such as recreation, education, and therapy. Self-efficacy refers to the strength of the beliefs a person has in their capacity to organize and take the necessary actions towards any given attainment. The purpose of our study was to measure the reliability and validity of the 15-Item Remote First Aid Self-Efficacy Scale (RFA SES) in French and English populations.
 Methods: Alumni from SIRIUSMEDx wilderness first aid courses were invited via email to complete either a French or English online questionnaire at two different time periods (T1 & T2). Data collection involved using online questionnaires containing demographic questions, the 15-Item RFA SES, and the 10-Item Generalized Self-Efficacy Scale (GSES). Data analysis involved assessing the scale for internal consistency, test re-test reliability, and concurrent validity.
 Results: There were 58 French and 47 English alumni respondents from SIRIUSMEDx courses for a total of 105 respondents. Internal consistency was high amongst the French group (alpha = .95) and the English group (alpha = .92). Test re-test reliability was high amongst the French group, (r = 0.78, p < .01), and the English group (r = .92, p < .01). The correlations between the RFS SES and GSES were positive and moderate in the French group (r = 0.53, p < .01), as well as in the English group (r = 0.32, p = .03).Conclusions: Results from this study suggest that both the French and English 15-Item RFA SES are reliable and valid. This shorter 15-item version is now available for use, along with the original validated 30-Item version of the RFA SES. Future research should focus on validation of the scale in other contexts and populations, using the scale as a participant reflection tool, and using it for evaluation of training programs and courses.

Revitalizing Distance Learning: MOOC For Improving The Quality of Training for Civil Servants

The COVID-19 pandemic has had a widespread impact on the education and training sector. Central Java, a province with training management resources, is experiencing a crisis in training management today. The large number of training participants from the state civil apparatus (SCA) who come from various regions in Indonesia requires innovation and change despite the various limitations of managers who do not have a special education base. Training managers at BPSDMD for SCA training need to be strengthened by developing distance learning through MOOCs because it can overcome the problems of distance, time, and financing to organize training that is usually done offline. This MOOCs will also increase the trust of other government agencies by making BPSDMD a pilot local government-based MOOCs developer. This service is carried out through mentoring and training that focuses on improving the resources of training managers at BPSDMD Central Java Province. This training and mentoring activity was attended by 38 BPSDMD employees with an In-House Training scheme for two days. As a result, there was an increased understanding of MOOCs and its application, designing training programs, presenting training materials, and evaluating training programs. The skills of the trainees can be seen from the portfolios collected. This service is useful in developing BPSDMD training programs for SCA in Central Java.

Teaching higher education staff to understand and support autistic students: evaluation of a novel training program.

Autistic students are particularly vulnerable to stressors within a university environment and are more likely to experience poor mental health than their non-autistic peers. Students' experiences of stigma from staff and peers, and the masking behaviors they deploy to minimize it, can also result in worsening mental health. Despite these concerns, there is a lack of tailored support for autistic students at university. The current project assesses a co-created training course for university staff focused on debunking stereotypes, educating about the autistic experience at university, mental health presentation among autistic individuals, and practical strategies to improve interactions with autistic students. The Autism Stigma and Knowledge Questionnaire [ASK-Q] was administered before and after the training, to examine changes in trainees' understanding and acceptance of autism and autistic people. Post-training interviews and surveys were also conducted with trainees, covering the impact the training has had on their perceptions of autism, the strategies they found beneficial, and how they will use the materials in future. There were no statistically significant differences between pre- and post-training scores on the ASK-Q, likely due to ceiling effects as pre-training scores were high. Thematic analysis of interviews identified five themes: value of lived experience; developing nuanced, in-depth knowledge of autism; training as acceptable and feasible; links to professional practice; and systemic barriers. Although ceiling effects meant there were no changes to participant's knowledge about autism and autistic people statistically, the qualitative data reveals the extensive benefits they gained from taking part in the training programs. Scoring highly on the ASK-Q did not mean that people could not learn important new information and benefit from the course. This more nuanced understanding of autism led to practical changes in their practice. Listening to and learning from autistic people was seen as particularly important, highlighting the value of co-production. Our results also emphasize the need for varied approaches to evaluating training effectiveness, as reliance on quantitative data alone would have missed the subtler, but impactful, changes our participants experienced. This has important implications for professional practice, both within higher education and more broadly.