Evaluation Of Training Program Research Articles

Why Programs Fail: Lessons for Improving Public Service Quality from a Mixed-Methods Evaluation of an Unsuccessful Teacher Training Program in Nepal

Abstract This study demonstrates rigorously that an at-scale government training program for secondary teachers in Nepal had little or no impact on student learning. It then documents five sets of weaknesses related to training uptake, training-session management, teacher subject knowledge, teacher adoption of new classroom practices, and student knowledge of earlier-grade curriculum content, each of which plausibly explains some, but not all, of the program's failure. While weaknesses in trainer and teacher motivation may have contributed to the program's disappointing performance, the study argues that time, resource, and capacity constraints of both trainers and teachers, and a mismatch between policy design and student learning needs, also limited program success. These results highlight the need to broaden common accountability-focused conceptions of how to improve public service quality.

Implementation and Evaluation of an Emergency Response Training Program for Newly Graduated Nurses: A Scoping Review

Implementation and Evaluation of an Emergency Response Training Program for Newly Graduated Nurses: A Scoping Review

Integration of equine assisted services and social-emotional learning: A preliminary evaluation of a life skills training program for at-risk youth

Abstract This study was a preliminary evaluation of a life skills training program conducted by the Equine Partnership Program (EPP) integrating Equine Assisted Services (EAS) with social emotional learning (SEL) competencies. SEL programs aim to foster character development, curb maladaptive behaviors, and enhance social skills in at-risk youth by promoting positive relationships and emotional regulation. Many youth still require more targeted or alternative approaches to effectively nurture these skills. EAS has the potential to enhance SEL through its experiential learning approach and use of horses as a bridge, which is believed to be effective because of the horse’s innate ability to mirror and respond to human emotion. The purpose of this study was to assess the impact of EAS on the social–emotional development of at-risk youth as measured by the Depression, Anxiety, Pain, and Stress (DAPS) visual analog tool. It was hypothesized that participants would demonstrate measurable improvements in emotional regulation post intervention. Data were collected before and after the EAS experience from 33 participants. Participants were asked to rate their levels of DAPS ranging from a high of 10 to a low of 1. Using t-test comparisons, statistically significant decreases in scores were found in depression (M = −0.67, p = 0.02), and anxiety (M = −1.18, p < 0.001). Emotional pain and stress also showed decreases, though not statistically significant. This intervention shows promise to serve as an effective modality in addressing resilience and pro-social skills necessary for improved outcomes in behavioral and emotional development, thereby improving future academic, career, and overall life success, including improved social relationships.

Simulation training on respectful emergency obstetric and neonatal care in north-western Madagascar: a mixed-methods evaluation of an innovative training program

BackgroundThe rates of maternal and neonatal deaths in Madagascar are among the highest in the world. In response to a request for additional training from obstetrical care providers at the Ambanja district hospital in north-eastern Madagascar, a partnership of institutions in Switzerland and Madagascar conducted innovative training on respectful emergency obstetric and newborn care using e-learning and simulation methodologies. The training focused on six topics: pre-eclampsia, physiological childbirth, obstetric maneuvers, postpartum hemorrhage, maternal sepsis, and newborn resuscitation. Cross-cutting themes were interprofessional communication and respectful patient care. Ten experienced trainers participated in an e-training-of-trainers course conducted by the Swiss partners. The newly-trained trainers and Swiss partners then jointly conducted the hybrid remote/in-person training for 11 obstetrical care providers in Ambanja.MethodsA mixed methods evaluation was conducted of the impact of the training on participants’ knowledge and practices. Trainees’ knowledge was tested before, immediately after, and 6 months after the training. Focus group discussions were conducted to elicit participants’ opinions about the training, including the content and pedagogical methods.ResultsTrainees’ knowledge of the six topics was higher at 6 months (with an average of 71% correct answers) compared to before the training (62%), although it was even higher (83%) immediately after the training. During the focus group discussions, participants highlighted their positive impressions of the training, including its impact on their sense of professional effectiveness. They reported that their interprofessional relationships and focus on respectful care had improved. Simulation, which was a new methodology for the participants native to Madagascar, was appreciated for its engaging and active format, and they enjoyed the hybrid delivery of the training. Participants (including the trainers) expressed a desire for follow-up engagement, including additional training, and improved access to more equipment.ConclusionThe evaluation showed improvements in trainees’ knowledge and capacity to provide respectful emergency care to pregnant women and newborns across all training topics. The hybrid simulation-based training method elicited strong enthusiasm. Significant opportunity exists to expand the use of hybrid onsite/remote simulation-based training to improve obstetrical care and health outcomes for women and newborns in Madagascar and elsewhere.

Designing an evaluation tool for evaluating training programs of medical students in clinical skill training center from consumers’ perspective

IntroductionThe Clinical Skill Training Center (CSTC) is the first environment where third year medical students learn clinical skills after passing basic science. Consumer- based evaluation is one of the ways to improve this center with the consumer. This study was conducted with the aim of preparing a consumer-oriented evaluation tool for CSTC among medical students.MethodThe study was mixed method. The first phase was qualitative and for providing an evaluation tool. The second phase was for evaluating the tool. At the first phase, after literature review in the Divergent phase, a complete list of problems in the field of CSTC in medicine schools was prepared. In the convergent step, the prepared list was compared with the standards of clinical education and values of scriven. In the second phase it was evaluated by the scientific and authority committee. Validity has been measured by determining CVR and CVI: Index. The face and content validity of the tool was obtained through the approval of a group of specialists.ResultsThe findings of the research were in the form of 4 questionnaires: clinical instructors, pre-clinical medical students, and interns. All items were designed as a 5-point Likert. The main areas of evaluation included the objectives and content of training courses, implementation of operations, facilities and equipment, and the environment and indoor space. In order to examine the long-term effects, a special evaluation form was designed for intern.ConclusionThe tool for consumer evaluation was designed with good reliability and trustworthiness and suitable for use in the CSTC, and its use can improve the effectiveness of clinical education activities.

Evaluation of the Basic Training Program at the School of Ophthalmic Technology

Evaluation of the Basic Training Program at the School of Ophthalmic Technology

A systematic review of TPACK research in primary mathematics education

AbstractThis study is a systematic review of Technological Pedagogical and Content Knowledge (TPACK) studies concerning primary mathematics education published between 2005 and 2022. The aim of the systematic review was to identify the common features of previous TPACK research on primary mathematics education and identify the research gaps based on their contexts. The study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure to investigate TPACK-related studies published during the last 17 years in the primary mathematics education domain and to evaluate the characteristics of TPACK instruments used in primary mathematics education. We identified five foci of these studies of TPACK in primary mathematics education research: designing lessons, evaluating mathematics teachers’ knowledge of integrating digital technologies, designing the assessment, evaluating training programs, and informing professional development program designs. Findings from this systematic review of the literature can assist educators in better designing professional development programs to help primary mathematics teachers improve their ability to integrate digital technology into classroom teaching. Also, the findings can assist researchers in locating TPACK instruments that are appropriate and relevant for their research. Finally, we argue that there is a research gap concerning how to measure primary mathematics teachers’ TPACK, how to design a TPACK instrument that includes contextual factors, and how to develop TPACK-oriented teacher training programs for primary mathematics teachers.

Evaluation of a High Intensity Interval Training (HIIT) Program for Military Personnel Receiving Inpatient Treatment for a Substance Use Disorder

This study aimed to evaluate a high intensity interval training (HIIT) program delivered in an inpatient treatment setting serving military personnel. This recreational therapy (RT) program assessed the impact of a single session (60-minute) HIIT program on participant affect and state-anxiety. Using a single-group pretest-posttest design, 58 data sets were collected from participants (N = 20). Results indicated an increase in positive affect (z = -.6.52, p < .001), a decrease in negative affect (z = -2.64, p < .01), and a significant reduction in anxiety, t (57) = 1.99, p = .05 following the intervention. The program also resulted in a significant elevation in heart rate, t (57) = -25.89, p < .001 with most participants reaching moderate to high intensity physical activity levels. On a scale of 1–10, participants rated their likelihood of participating in HIIT post-discharge at 6.28 (SD = 2.43). Additional qualitative data provides valuable insight on the perceived benefits to participants and offers suggestions for future program development and research in this area.

Everybody’s got to learn sometime? A causal machine learning evaluation of training programmes for jobseekers in France

This paper estimates the heterogeneous impact of three types of vocational training- preparation, qualifying, and combined – on jobseekers’ return to employment using the Modified Causal Forest method. Analysing data from 33,699 individuals over 24 months, it reveals a short-term negative lock-in effect for all programmes, persisting in the medium term for combined training. Only qualifying training shows a positive medium-term effect. Seniors, low-skilled, foreign-born, and those with poor job histories benefit most, while youth and higher education levels benefit less. Targeting foreign-born individuals could significantly enhance programme effectiveness, as indicated by the clustering analysis and optimal policy trees.

Evaluation of the effectiveness of the web-based chronic pain management training program developed for nursing students: Triple-blind randomized controlled trial

AimThe aim of the study was to evaluate the effectiveness of a web-based chronic pain management training program developed for nursing students. BackgroundWeb-based training is effective in increasing the knowledge and attitude levels of nursing students. In the literature, data on the effectiveness of web-based education on chronic pain management education of nursing students are limited. DesignThis was a triple-blind randomized controlled trial conducted between May and June 2022. MethodsThe study was conducted with 66 fourth-year students enrolled in the Nursing Department of a state university in a province of Türkiye.. The students were divided into two groups: intervention (n=33) and control (n=33). A dedicated website was developed for chronic pain management training, incorporating video modules, end-of-video evaluation questions and data collection tests, all of which were made available on this platform. The personal information form, chronic pain management knowledge test, Healthcare Professionals’ Attitudes toward Patients with Chronic Pain and Chronic Pain Management Training Program Evaluation Form were the data collection tools. In the implementation phase of the study, the pre-test was first applied to the control group via the website and the post-test was applied two weeks later. After the intervention group completed the pre-test, the intervention group was given web-based chronic pain management training for two weeks and the post-test was applied at the end of the training and the data collection was completed. ResultsAfter web-based training chronic pain management, the chronic pain management knowledge score of the intervention group was significantly higher than the control group (p<0.05). The intervention group had significantly higher scores in sensitivity and misconception orientation, sub-dimensions of the attitude scale towards patients with chronic pain, compared with the control group (p<0.05). ConclusionsThese results show that the web-based educational intervention positively increased students' knowledge of chronic pain management and attitudes towards patients with chronic pain. It shows that web-based education is effective in chronic pain management education.

An evaluation of a simulation-based training programme to support final-year medical students in their preparation for foundation-year prescribing practice

Abstract Introduction Prescribing is a high-risk and error prone activity with doctors reporting a lack of preparedness for prescribing practice,[1] with potential for simulation-based training (SBT) to enhance prescribing skill development.[2] To support preparation for prescribing practice, a team-based SBT programme was developed for final-year medical students. Aim To determine the impact of the SBT on prescribing knowledge and student perceptions of SBT in supporting their prescribing practice. Methods An SBT event was designed to include three complex multi-morbid scenarios reflecting foundation practice. The scenarios were co-produced by a multidisciplinary team, with sessions facilitated by clinical pharmacists. Sessions focused on practical prescribing and authentic decision-making with a convenience sample of final-year medical students. Students worked in small groups to manage conditions including heart failure, atrial fibrillation, diabetic keto-acidosis and chronic obstructive pulmonary disease, all followed by a facilitated debrief. Effectiveness of the SBT on understanding of the treatment of the topics was measured anonymously using ten multiple choice questions (MCQs). A 28-item survey was self-administered to students pre and post session, including demographic questions and prescribing confidence agreement statements using a 5-point Likert-scale (strongly disagreed to strongly agreed), with further open-ended questions used to evaluate views of the SBT, and the perceived impact on prescribing confidence. Data were entered into a database and analysed using SPSS v29. Mann-Whitney U-tests were used to determine differences in unpaired agreement scores with independent t-tests used to explore change in unpaired MCQ test-scores. Results Thirty-seven students attended the SBT with 34 students completing post session surveys. Pre session, mean test scores were 4.5±2.0, and post session, mean test scores were 7.7±1.5, an improvement of 3.2 (CI 2.4 to 4.1) t(69)= 7.5, p&amp;lt;0.0001 (d=1.8 large effect). Self-rated prescribing confidence scores significantly increased post-teaching for ability to identify drug interactions (pre-median: 3 [neutral], post-median: 4 [agreed], p=0.019), monitoring of medications (pre-median: 3, post-median: 4, p&amp;lt;0.001) and ordering of appropriate investigations (pre-median: 3, post-median: 4, p&amp;lt;0.001), with significant differences in mean rank reported for all other self-rated confidence scores, except for completion of drug histories, and accessing of information resources. The majority of participants strongly agreed/agreed that the training was valuable (99.1%), interactive (94.1%), practical and relevant (97.1%), contextualised prescribing (94.1 %), and helped preparation for practice (94.1%). Students also strongly agreed/agreed that they were more confident with their prescribing (82.3%), and that pharmacists were appropriate subject teachers (97.1%). Open-ended responses suggested that students found the session challenging and tiring, but realistic, focusing on common prescribing scenarios they would likely encounter. The debrief and personalised feedback was valued, whilst students reported that more SBT was needed throughout their training for other topics including fluids and insulin prescribing. Conclusion Deficits were identified for self-rated prescribing confidence and knowledge-based competence on final-year medical students. A contextualised prescribing SBT programme is acceptable and valued by final-year medical students to prepare them for practice. Whilst it can improve medical student prescribing knowledge and confidence, impact on prescribing competence is unknown and further work is required to explore this educational modality on prescribing quality.

The Impact of Organizational Values Training on Leadership Development in Air Force Reserve Officer Training Corps Military Trainees

Previous researchers have studied how organizational values guide both day-to-day decision-making and long-term strategic planning in various industrial sectors. Little previous research has documented the impact of organizational values within military environments nor the effect of training on organizational values in developing leadership attributes. In this study, Air Force Reserve Officer Training Corps (AFROTC) trainees participated in a study of the impact of values training on perceptions of leadership. This research sought to determine whether a focus on organizational values during initial military officer training would impact self-assessments of various elements of leadership (leadership attributes and competencies). Analyses revealed that comprehension of organizational values had few significant relationships with perceptions of leadership competencies. However, application of organizational values was found to be positively correlated with multiple leadership attributes. The length of time exposed to organizational values was not found to be related to the leadership attributes included in this study, except for the leadership attribute delegation. Taken together, the results of this research suggest that higher individual cadet ratings of organizational value comprehension and the application of organizational values are connected with more positive perceptions of multiple leadership attributes. Organizational leaders, both military and civilian, can use these findings, along with the survey instruments created for the research, to support efforts to enhance and evaluate training programs focused on the development of leadership competencies.

Education and training of prehospital first responders in low- and middle-income countries

Prehospital emergency medical services play a vital role in providing essential emergency medical and trauma care. However, in many low- and middle-income countries, there is a significant lack of adequate emergency medical services coverage, a problem compounded by a profound deficit of first responder training programs. The African Federation of Emergency Medicine classifies prehospital emergency care into 2 categories: tier-1, which includes laypersons, and tier-2, consisting of professionals equipped with dispatch capabilities. Both tier-1 and tier-2 first responders require protocolized training, integration, and coordination to varying degrees, with tier-1 programs focusing primarily on immediate stabilization and hospital transportation and tier-2 programs dedicating increased focus toward formal dispatch and advanced life support interventions. Training for both tiers of emergency medical services typically involves in-person didactic lectures with practical skills sessions. However, the content of these courses is highly context-dependent, and there is no international consensus regarding pedagogical methods or curriculum content for first responder training in low- and middle-income countries.Similarly, there is a lack of consensus in monitoring and evaluating training programs, including assessment methods, passing scores, and certification requirements. Although many programs use knowledge or skills acquisition testing, the content and depth of these examinations vary greatly, and long-term follow-up reporting is limited. As such, the educational landscape of both tier-1 and tier-2 emergency medical services in low- and middle-income countries remains highly varied and often faces a dual challenge of lacking clear international guidelines while still maintaining local appropriateness. Modular curricula developed in conjunction with standardized needs assessments, accompanied by the adoption of the training of trainers model, may present a pathway for local adaptability by leveraging local community members to inform and proliferate training. Although there have been notable improvements in prehospital training programs in resource-limited settings during the past 3 decades, challenges related to maintaining fidelity in monitoring and evaluation, expanding programs within resource constraints, and adapting to specific contexts continue to offer opportunities for further development in the future.

Is online job training for all? Experimental evidence on the effects of a Coursera program in Costa Rica

Massive open online courses (MOOCs) are frequently viewed as a tool for democratizing education and job training. However, their effectiveness is largely untested. We report on the first randomized evaluation of a job training program offering cost-free access to curated, short Coursera MOOCs and certificates. We find low course completion rates (10%), with males and wealthier individuals more likely to complete a course. Personalized reminders did not increase treatment take-up over a simple, standardized email reminder. Treatment has no significant effect on labour market outcomes roughly two years after the program. However, we find marginally significant evidence that treatment increases post-secondary education enrolment by 11%. Evidence on mechanisms suggests that this may be operating partially through the program motivating individuals who lacked sufficient skills to pursue further specialization.

EFFECT OF TRAINING PROGRAMS ON TRAINEES’ LEARNING

Employees’ learning is the primary driver of organizational sustainability. To achieve sustainability, organizations are required to invest in training for their employees’ continuous learning. Evaluation of training programs is the heart of continuous improvement in employees’ learning. This study investigates the effect of training programs on employees’ learning, focusing on knowledge-based outcomes (KBO), skill-based outcomes (SBO), and affective outcomes (AO). Drawing upon Human Capital Theory (HCT) and the second level of the Kirkpatrick's training evaluation model, a pre-experimental research design and quantitative method were employed. Stratified random sampling technique is used to select a sample of 381 employees from eight Private Commercial Banks (PCBs) of four bank generations in Bangladesh who participated in pre-test and post-test assessments. Statistical techniques including comparison chart, normality tests (Shapiro-Wilk W Test and Skewness and Kurtosis Test), and paired t-test were utilized to analyze the data. Findings indicate significant improvements in KBO, SBO, and AO following training interventions, supported by statistical test conducted using MS Excel v.13. Later, findings from executing STATA v.12 also underscore the effect of training programs on upgrading employees’ learning in the PCBs. Limitation includes the absence of a control group that hinders the influence of potential external factors on learning outcomes, which is a new avenue for future research.

Development and Evaluation of Leadership Training and Development Programs in Uganda

Abstract&#x0D; Purpose: The aim of the study was to investigate the development and evaluation of leadership training and development programs.&#x0D; Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.&#x0D; Findings: Leadership training programs in Uganda should be tailored to local needs, emphasizing experiential learning and ongoing support. Evaluations should consider both short-term outcomes and long-term impacts on organizational performance. Collaboration between stakeholders can improve program effectiveness.&#x0D; Unique Contribution to Theory, Practice and Policy: Transformational leadership theory, adult learning theory &amp; kirkpatrick's model of training evaluation may be used to anchor future studies on the development and evaluation of leadership training and development programs. Design training programs that emphasize experiential learning through simulations, case studies, and real-world projects. Advocate for organizational policies that prioritize investment in leadership development programs.

Participant Evaluation of a Multi-disciplinary Oncology Preceptorship Training Program for Oncology Health Professionals from Kumasi, Ghana.

A critical shortage of skilled healthcare workers is a primary cause of disparate global cancer outcomes. We report participant evaluation of a multidisciplinary preceptorship program. In collaboration with the city of Kumasi, Ghana, Mayo Clinic and the City Cancer Challenge hosted a preceptorship program for comprehensive multidisciplinary breastand cervix cancer training. A total of 14 healthcare workers from Kumasi received two weeks of training at Mayo Clinic in November and December 2021. Each participant and preceptor were requested to complete an anonymous post-participation survey.Of the 14 trainee participants, 10 (71%) completed the survey. All respondents found the program "valuable and applicable to their clinical practice." Ninety percent reportedthey were able to "review effective and critical elements in the development and expansion of the multidisciplinary team" and able to "solve practical clinical cases as ateam". General themes of satisfaction included: (1) organization and administration, (2) clinical observations and demonstrations, (3) guidelines development, and (4) recognizing the central importance of cultivating a team-based approach. Of the 40 preceptors, 16 (40%) completed the survey. All respondents reported they felt thetraining would meaningfully "influence patient care in Ghana", that participation "added value or joy to their clinical practice," and all wished to "participate in future preceptorship programs".After a focused two-week program, trainees reported high satisfaction, usefulness from observing specialized cancer care, and value in closely observing a multidisciplinaryoncology team. Preceptors reported the experience added joy and perspective to their clinical practice and wished to participate in future programs.

A novel online training program for sexual and gender minority health increases allyship in cisgender, heterosexual paramedics.

Sexual and gender minorities (SGM) make up 4% of the Canadian population. Due to existing barriers to care in the community, SGM patients may seek more help and be sicker at presentation to hospital. Paramedics occupy a unique role and can remove or decrease these barriers. There are no existing evaluations of training programs in SGM health for prehospital providers. A training program to develop better allyship in paramedics toward SGM populations was developed and assessed. A 70- to 90-min mandatory, asynchronous, online training module in SGM health in the prehospital environment was developed and delivered via the emergency medical service (EMS) system's learning management system. A before-and-after study of cisgender, heterosexual, frontline paramedics was performed to measure the impact of the training module on the care of SGM patients. The validated Ally Identity Measure (AIM) tool was used to identify success of training and includes subscales of knowledge and skills, openness and support, and oppression awareness. Demographics and satisfaction scores were collected in the posttraining survey. Matched and unmatched pairs of surveys and demographic associations were analyzed using nonparametric statistics. Of 609 paramedics, 571 completed the training, and 239 surveys were completed before and 105 (n = 344) surveys after the training; 60 surveys were paired. Overall AIM scores of matched pairs (n = 60) improved by 12% (p < 0.001), with knowledge and skills accounting for most of the increase (21%, p < 0.001). Unmatched pairs (n = 344) were similar in demographics and scores. Rural paramedics also had significantly lower pretraining oppression awareness scores and had lower posttraining AIM scores compared to suburban paramedics (6% difference). Satisfaction scores rated the training as relevant and applicable (87% and 82%, respectively). A novel prehospital training program in the care of SGM patients resulted in a statistically significant increase in allyship in cisgender, heterosexual-identified frontline paramedics.

Evaluation of Officer Development Program Training

The previous research indicates that the evaluation of training programs has not addressed the performance aspects of each participant. Therefore, this study aims to evaluate the Officer Development Program (ODP) training using the Kirkpatrick model at the reaction level (training satisfaction), learning (learning outcomes), and behavior. To address this research objective, the research method used in this study is a mixed-method approach. Several instruments, such as questionnaires, tests, and interviews, were employed to gather information. The research subjects were seven ODP participants. The results of the evaluation at the reaction level show that overall, ODP participants are quite satisfied with the onsite training. At the learning level, out of the seven ODP participants, one scored below 60. At the behavior level, all ODP participants did not complete 100% of the required tasks in each department. However, all ODP participants not exhibited behavior in line with the indicators required. From the evaluation results, it can be concluded that the training evaluation for ODP (Officer Development Program) has not been effective in achieving the program's goals. Recommendations for the training program include modifying the learning model to enhance adaptability, resilience, job management, and problem-solving skills.

Development of vocal and performing abilities of future music teachers

Relevance. The crisis in music education threatens the quality of teaching, highlighting the need to enhance teachers' vocal skills to attract more students to music. Purpose. This study aimed to investigate the impact of developing vocal-performance skills on the professional training of future music teachers in Kazakhstan. Methodology. Various research methods were employed, including analysis of existing educational programs and teaching materials, comparative analysis with international practices of vocal training, study of available resources, and comparison of research results with foreign standards and recommendations in music teacher training, focusing on vocal-performance skills. Results. Improving the quality of education for future music teachers through the development of vocal-performance skills enhances their professional competence. Well-prepared teachers are better equipped to deliver music education and design curricula tailored to their students' needs. Integration of modern vocal training techniques, use of technology in music education, active engagement with musical instruments and multimedia resources, and collaboration with professional singers and vocal coaches contribute to effective learning and enhance the quality of vocal education. Conclusions. The study underscores the importance of developing vocal-performance skills in music teacher training in Kazakhstan. Educational institutions and music teacher training programs can optimize curricula and vocal teaching methods based on these findings. This optimization will improve professional competence and create a stimulating educational environment, ultimately enhancing the quality of music education in Kazakhstan. Keywords: preparation; quality of education; practical teaching methods; evaluation of training programs