Evaluation Of Training Program Research Articles

Quality Assurance of the Aun-Qa Standards Training Program for the Training Majors in Vietnam Today

International integration is an inevitable trend that requires all participating countries to cooperate and compete with each other. That is also the process in which each nation must quickly create a breakthrough to assert its position in the international arena. Under the influence of that factor, Vietnam’s education is also on the threshold of innovation and integration. Therefore, learning advanced educational models and ensuring world and regional standards is extremely necessary. In recent years, integrating into the common trend with other countries, Vietnam has introduced the concept of ensuring the quality of training programs at the higher education level since 1998. Among them, AUN-QA’s training program evaluation standards are the most used by universities in Vietnam to date. Within the scope of the article, the author focuses on introducing the quality of training programs according to AUN-QA standards with its sets of criteria, pointing out the impacts of ensuring the quality of training programs according to AUN -QA. From there, we provide solutions to ensure the quality of training programs according to AUN-QA standards for training majors in Vietnam today.

Evaluation of a stroke rehabilitation training programme for community-based primary healthcare.

Family caregiver training is an integral part of stroke rehabilitation programmes and is associated with improved caregiver and stroke survivor outcomes. In the Cape Winelands District, a low-resourced rural community-based setting in South Africa, stroke survivors and family caregivers mostly rely on assistance from community health workers (CHWs), despite their lack of stroke-specific rehabilitation training. To evaluate the implementation and immediate effects of a bespoke, 16 session, 21 h stroke rehabilitation training programme for CHWs to better support family caregivers. Two cooperative inquiry groups participated in participatory action research to design and develop the programme. This article reports on the implementation of this programme. Inquiry group members directly observed the training, obtained written and verbal feedback, interviewed CHWs and observed them in the community. Consensus on their learning was achieved after reflection on their experience and observations. Learning of the cooperative inquiry groups was categorised into the effect on community-based care, the training programme's design and development, how training was delivered and implications for service delivery. Community health workers empowered caregivers and stroke survivors and enabled access to care, continuity, coordination and person-centredness. The need for experiential learning and a spiral curriculum was confirmed. Therapists needed a different set of skills to deliver training. A systems approach and effective leadership were needed to enable community health workers to use their new skills. The stroke rehabilitation training programme demonstrated potential for integration into service delivery and equipping CHWs to support family caregivers and stroke survivors. Further evaluation of the programme's effectiveness and scale-up is needed. Evidence of an intervention to train CHWs to support stroke survivors and family caregivers.

Risk-ATTEND (Risk Anticipation Training to Enhance Novice Driving): Pilot Evaluation of a Risk Anticipation Training Program for Teen Drivers

Teen drivers have the highest crash risk when they start driving independently, and improving risk anticipation skills can help reduce this risk. Training can help teens acquire these skills faster and improve their overall safety record. The objective of this study was to evaluate an updated training program (based on RAPT and ACCEL) by introducing a more diverse set of training scenarios and leveraging deployment platforms that were better suited to modern devices. A pilot evaluation study was conducted with six teen drivers with less than six months of licensure to assess the updated training program (Risk-ATTEND). Risk-ATTEND was found to improve hazard anticipation-related gaze behaviors in teen drivers while also reducing workload. The research will aid in improving the training program’s usability, and web-based training will make the training program more accessible on modern devices.

Process evaluation of paediatric fellowship training programs at a University Hospital in Pakistan

BackgroundFellowship programs offer training in a subspecialty focusing on distinct and advanced clinical/academic skills. This advanced postgraduate training allows physicians, who desire a more specialized practice, to further develop clinical, academic, research, and leadership/administrative skills. The Aga Khan University (AKU) is one of the few institutes offering paediatric sub-specialty training in Pakistan. We aimed to evaluate the current Paediatric fellowship programs at AKU.MethodsProcess evaluation of six paediatric fellowship programs (cardiology, neurology, endocrinology, critical care medicine, neonatology, and infectious disease) was conducted from September 2020 to April 2021 by senior clinicians and medical educationists. Evidence was collected through document review (using existing postgraduate medical education program information form), observation of teaching and learning support, and focused group discussions/interviews with program faculty and fellows were conducted. A review of the evaluation report was done as part of this study. This study received an exemption from the ethical review committee. The quantitative data were analyzed using SPSS (22.0) while the reports of discussion with fellows and friends underwent content analysis.ResultsAll fellowship programs met the criteria for having a robust competency-based fellowship curriculum as per the institutional and national guidelines. Formative assessment in the form of continuous evaluation was found to be integrated into all the fellowship programs, however, most of the programs were found to lack a summative assessment plan. Fellows in training and program faculty were satisfied with the opportunities for mentorship, teaching, and learning. Thematic analysis of the discussion reports with faculty and fellows revealed three key themes including, program aspects translating into strengthening the training, gaps in the training program in delivering the expectations, and making ways to reach par excellence.ConclusionsThe process evaluation of paediatric fellowship programs provided an opportunity to holistically review the current strengths and quality of the training in individual programs along with the unmet needs of the trainees. This will help the program stakeholders to prioritize, align and allocate the resources to further enhance the quality of training and outcome of individual fellowship programs to ensure wider impacts at a regional, national, and international health system level.

Evaluation of the Achievement Improvement Training Program for Sepaktakraw Athletes

The achievements of the Sepak Takraw branch have yet to show the achievements as expected, and several factors cause the inconsistent achievements. The success of athletes in achieving achievements must be connected to the training programs carried out by athletes. This study aims to analyze how athletes respond to the implementation of training programs to improve the achievement of athletes in the Sepaktakraw sport. The method used in this study is mixed. The sampling technique is a purposive sampling technique. The population used in this study were all takraw athletes, totaling 11 male athletes and 10 female athletes. The data collection instrument in this study was a takraw response questionnaire that would be given to athletes. Data analysis was carried out using descriptive analysis of the response questionnaire data given to the respondents. The research results are male athlete response data with an average of 75.00. The response given is very high. Based on the results of interviews conducted with the coaches of takraw athletes, it is known that the training programs carried out by athletes are systematically designed and carried out repeatedly to increase the athlete's ability to achieve achievements.

A Pre-Experimental Evaluation of a 9-Session Training Program with Latinx Parents of Children with Autism

The purpose of this pre-experimental study was to detect the degree of improvement associated with confidence, psychological flexibility, and mental health among Latinx parents in a parent-directed training program. Participants were 55 Latinx parents who participated in a 9-session training program. Analyses of pre-post data contrasts on the Depression, Anxiety and Stress Scale (DASS-21), Acceptance and Action Questionnaire-II (AAQ-II), and Parenting Tasks Checklist (PTC) did not indicate statistically significant improvements. However, analyses indicated clinically significant changes for many Latinx parents. Approximately 1 out 3 Latinx parents experienced clinically significant improvements as related to parenting confidence but not within the clinically significant range. Approximately 1 out 5 Latinx parents experienced clinically significant improvements in psychological flexibility but not within the clinically significant range. Nearly 1 out of 2 Latinx parents experienced clinically significant improvements in depressive symptoms. We provide clinical implications for counselors and related helping professionals.

Supervisor Training: A Promising Approach to Addressing Impairment in the Workplace.

This study presents a pilot evaluation of a new online training program created to improve supervisors' ability to protect worker safety by recognizing and responding to signs of impairment from diverse causes. The study design relied on a mixed-methods approach with two waves of surveys and interviews immediately after training completion and after 3 months to gauge changes in participants' perceived knowledge and competencies. Participants had a positive reaction to training and found it relevant to their job responsibilities and aligned with existing organizational safety programs, practices, and policies. There was statistically significant improvement in perceived impairment knowledge and competencies. The study also provided early indications of training transfer. The study offers encouraging results that may be used to improve the impairment recognition and response training for supervisors and support future investigations of its impact.

An Evaluation of Students' Industrial Training Programs in the Hospitality Industry: A Case Study of Three Public Universities in Ashanti Region, Ghana

Industrial attachment is regarded as one of the most relevant aspects of the academic curriculum of tertiary institutions across the globe. Industrial attachment offers students the opportunity to prepare themselves for the job market by gaining relevant insight into what pertains to the world of work. This study aims to investigate the perception of students on the effectiveness of industrial training in academic programmes offered at three Universities in Kumasi, the Ashanti region of Ghana. This study utilized a case study research design and quantitative research approach to solicit from 284 students from the departments of Tourism and Hospitality in the three universities who had undergone practical industrial training in their previous semesters through close ended questionnaires. The study employed descriptive statistics and linear regression analysis to analyse the data collected. The findings of the study revealed that the perception of students on the effectiveness of industrial training was generally positive, with an average ranking score of ±89.62%. The study established that the major factor that had a positive influence on the perception of the students on the effectiveness of their previous industrial training programme was the host company’s support. It was, however, observed that the majority of the students (89%) lacked pre-placement orientation, while another 85% also lacked departmental support during their industrial training programme. The study recommends that students should be given the proper orientation before their placement to give them insight into what to expect while on their internship. The departments in the university should also create a feedback system that will allow them to supervise, monitor and also follow-up on the progress of their students while on industrial training programmes.

Evaluation of Computer Training Programs Using Models Kirkpatrick to Increase the Competency Capacity of PerGunu Teachers

Computers have very multi-tasking functions. Computers can help complete various jobs, one of which is that they can be used in the teaching and learning process. With the sophistication of hardware and software on computers, teachers can present attractive, interesting, and fun learning methods and models. Unfortunately, not all teachers can make the most of computers as a solution in their teaching and learning process. One of them happened to teachers who were members of the Nahdlatul Ulama Teachers' Association (Pergunu) in Lampung Province. Therefore, the Regional Board of the Nahdlatul Ulama Teachers Association of Lampung Province has carried out computer training program activities for Gunu teachers. To determine the extent to which the success of this training can be felt by the participants, researchers conducted research on this computer training program using the Kirkpatrick model or what is known as the Kirkpatrick Four Levels Evaluation Model, namely evaluating the effectiveness of Kirkpatrick's training program by evaluating training programs based on four stages of evaluation, namely: 1) reaction, 2) learning, 3) behavior, and 4) results. This evaluation was carried out as an effort to improve computer training programs in the future so as to be able to increase the competency capacity of teachers in optimizing computers as a means of successful learning. The results of the research that has been carried out on this Computer Training Program, meanwhile, show that participants get the benefits to be applied in the learning process.

Benchmarking of the e-Learning Quality Assurance in Vocational Education and Training: Project Results

Purpose: The paper aims to present project No. 2020-1-SK01-KA226-VET094266 BEQUEL and partial results of the benchmarking questionnaire. Methodology/Approach: The starting point for the project solution was an analysis of the current state of ensuring the quality of e-learning in vocational training and education in the partner countries of the project (Slovakia, Greece, Spain, and Italy) and an overview of laws and regulations valid at the European level and in the world. A benchmarking survey was conducted to determine the level of e-learning quality assurance in these countries compared to good practices in the European Union. The Benchmarking Badge published monthly on the www.bequal.info portal tracks changes over time. Findings: The average standard for the four involved countries after the pandemic was the level for VET (Vocational Education and Training) providers: (1) strategy and policy for e-learning 71.6%, (2) support for trainers and trainees for e-learning 70.4, (3) infrastructure support for e-learning 74.9%, (4) program/course design and development and approval for e-learning provision 75.8%, and (5) e-learning training program evaluation procedures 67.9%. Research Limitation/Implication: On the one hand, the project was limited by the measures of the Covid-19 pandemic, during which face-to-face meetings and training were not allowed. Still, on the other hand, the VET providers recognised their weaknesses, strengths, and readiness for complete online education. Originality/Value of paper: Examples of good practice and video presentations inspire improving the quality of e-learning in VET.

Willing and unable or willing and able? Insights from an evaluation of a mentoring training programme for early childhood teachers in Ireland

ABSTRACT Many early childhood teachers mentor pre-service teachers engaging in practicum within their settings. Given their significance in early childhood teacher preparation, mentors must be prepared for their mentoring role (Balduzzi and Lazzarri 2015). However, while early childhood teachers may be willing to mentor, they may be ill-equipped for this role. This paper draws upon participants’ responses to an evaluation of a mentoring training programme in Ireland. Findings indicate that participation in the programme resulted in greater knowledge and understanding of mentoring processes, approaches, skills, roles and responsibilities; increased confidence in participants’ ability to mentor; enhanced critical reflection; ability to share learning; improved professional practice, and willingness to embrace communities of practice. From a policy perspective, a mentoring policy concerning a continuum of early childhood teacher education, financial support and time in lieu is essential to enable mentors to fulfil their mentoring role in supporting the professional formation of pre-service teachers.

Development and evaluation of a training program for interpreters in the field of trauma-focused cognitive behavioral therapy.

The treatment of traumatized refugee minors is often challenging because of language barriers. International guidelines, therefore, recommend the use of language mediators. However, there is a scarcity of evaluated training programs that prepare language mediators to translate during psychotherapy developed specifically for this patient group, for instance trauma-focused cognitive behavioral therapy (TF-CBT). Based on an extensive literature review and in collaboration with an expert focus group, a one-day TF-CBT-specific online training program was developed for language mediators willing to work with minor refugees, and delivered on nine occasions between November 2020 and June 2021. The participants answered pre- and post-training questions about trauma- and TF-CBT-related knowledge and attitudes relevant to therapy, as well as the perceived usefulness of the training. Bayesian estimation was used to determine pre-post changes. A total of 129 participants speaking 35 different languages participated in the training program. Analyses revealed 95% highest density intervals not containing the null with respect to knowledge gain (effect size median 0.28) and change in treatment-appropriate attitudes (effect size median 0.31). The participants rated the training as useful. The TF-CBT-specific training course was successfully carried out. It was likely to disseminate both knowledge gains and a shift toward more treatment-appropriate attitudes. It was perceived as useful by the participants. Given the scarcity of evaluated training programs for language mediators working with minor refugees, the results are promising. The limitations include the lack of both a control group and the verification of the results using an external outcome measure.

Enhancing cultural competence in caring for lesbian, gay, bisexual, and transgender patients: An online training program for Taiwanese student nurses and nurses

BackgroundHealth disparities exist among lesbian, gay, bisexual, and transgender (LGBT) populations worldwide. However, student nurses and nurse staff have limited knowledge and skills in providing culturally competent nursing care for LGBT patients in Taiwan. ObjectivesThis paper describes the development, implementation, and evaluation of an online training program for the cultural competence of student nurses and nurses in Taiwan. DesignA one-group pre-/post-test study design. SettingsThe study was conducted in five nursing schools, 10 nursing associations, and 37 long-term care facilities. Two prominent online bulletin boards (PTT Nurse and Dcard Nurse) and one Taiwanese nursing group on Facebook were used to recruit participants. ParticipantsIn total, 301 student nurses and nurses participated in the study and responded to pre- and post-test questionnaires. MethodsAn online training program for culturally competent nursing care was developed and implemented. The pre- and post-test questionnaires contained three sections: (1) demographics, (2) knowledge of LGBT health, and (3) the Sexual Orientation Counselor Competency Scale. Three open-ended questions were included in the post-test questionnaire to evaluate the online training program. ResultsThe online training program significantly improved the participants' knowledge and cultural competence skills. However, their attitudes towards cultural competence did not change after the program was implemented. Regarding qualitative feedback of the online training program, feedback on the strengths and limitations of the program was summarized under three themes: program content, website design, and online modules. ConclusionsThe results suggest the importance of an online training program which may contribute to reducing health disparities among the LGBT population.

Self-selection versus population-based sampling for evaluation of an agronomy training program in Uganda

ABSTRACT One of the challenges in evaluating the impact of agronomy training programs, particularly on downstream impacts such as yield, is identifying a sample of farmers who are likely to participate in the training. We assess farmers’ participation in a farm business training activity before the agronomy training intervention as a sample identification mechanism. The screening activity was designed to appeal to the same group of farmers targeted by a coffee agronomy training program, while having minimal impact on the program’s goal of increasing coffee yields. A three-session training on farm business management was conducted in 22 study villages in central Uganda. Coffee agronomy training was then offered in half of these villages, based on random assignment. The results show that 52% of coffee farmers who attended the first business training session subsequently attended agronomy training, compared to 22% of those identified through a census. Applying these results to the design of a large ongoing randomised controlled trial, we find that using a self-selected sample reduces the minimum detectable effect of agronomy training on coffee yield to 15.83%, compared to 38% if population-based sampling were used.

Evaluation of Disability Sports Training Program at the National Paralympic Committee (NPC) Special Region of Yogyakarta

Evaluation of Disability Sports Training Program at the National Paralympic Committee (NPC) Special Region of Yogyakarta

Evaluation of an Online Dementia Training Program to Reduce Antipsychotic Medication Use in a Nursing Home.

Using the Kirkpatrick Model as a framework, the current program evaluation was performed to examine the effect of an online dementia training program on the rate of antipsychotic medication use in a nursing home. Antipsychotic medication use before program implementation was compared to use post-implementation. Run charts and a Wilcoxon analysis were used to look for trends or variances in antipsychotic medication use before and after implementation of the program. A nonrandom reduction was noted, and a statistically significant difference was noted in the percentage of residents receiving antipsychotic medications in the 6-month data prior to the training compared to the 6-month data after initial training (p = 0.026). Staff were satisfied with the training program and learning was noted, as evidenced by staff being able to list behaviors using the CARES® approach. Fully embedding the training into facility culture will need to be examined by facility administration. [Journal of Gerontological Nursing, 49(7), 5-8.].

Evaluation of Training Program for the Taskforce of Sexual Violence Prevention and Handling in Higher Education with Context, Input, Process, and Product (CIPP) Model

Based on several studies, sexual violence in higher education institutions remains a critical issue. To overcome this, the government enacts Regulation Number 30 of the Minister of Education, Culture, Research, and Technology for the year 2021 on Sexual Violence Prevention and Handling in Higher Education. This regulation obliges universities in Indonesia to form a Task Force, the so-called Satuan Tugas PPKS or PPKS Task Force. This regulation stipulates that each member of the task force attend training organized by the Ministry of Education, Culture, Research, and Technology (MoECRT). This study aims to evaluate the PPKS Task Force training program organized by MoECRT. The evaluation of the PPKS task force training was carried out using the CIPP (context, input, process, and product) learning program evaluation. This study uses a quantitative approach and data were collected through questionnaires involving training participants as the respondents. According to the data response in all components of the training (i.e., context, input, process, and product), lecturers were more optimistic that the knowledge and skills gained through this training can be used as initial knowledge on the prevention and handling of sexual violence than students and the education staff. Based on the research findings, the following suggestions were developed for the implementation of the task force training program in the future: (1) the advanced training curriculum in the future needs to pay attention to differences in ability or understanding between lecturers, students, and education staff, and (2) there is a need for further in-depth research to map the training needs for more advanced knowledge about the prevention and handling of sexual violence for each element of the task force (lecturers, students, and education staff).
 Keywords: policy evaluation, sexual violence, higher education policy, CIPP, task force, training program

Method for Evaluating the Effectiveness of Simulation Training
 for Laparoscopic Intracorporeal Suturing

Laparoscopic intracorporeal suturing (LIS) is one of the key skills in laparoscopic surgery. LIS training is conducted in simulation centers and is aimed at transferring the knowledge into practice. The simulation training (ST) is focused on the development of skills that allow surgeons to perform LIS operations. However, this goal is not completely achieved: only 44,0 to 72,2 % of surgeons implement LIS skills in their practice. 
 There is a need to evaluate the effectiveness of such training programs and analyze factors that may influence the results. This evaluation is required to increase the effectiveness of LIS trainings and implement the acquired skills into practice by training surgeons. 
 According to commonly accepted approach to evaluation of training programs suggested by D. Kirkpatrick., the method of effectiveness evaluation allows to estimate the practical results achieved by all trainees. Unfortunately, there are no commonly accepted methods aimed at evaluating the effectiveness of LIS training programs. The existing methods estimate the results of effectiveness evaluation in simulation (Dry lab) or practically, but in small groups. Effectiveness evaluation of LIS trainings implementation in surgical practice among all trainees is related to significant financial costs and complexity.
 A new effectiveness evaluation method of LIS simulation training programs (the Method) has been suggested. It is aimed at evaluating the total amount of results and other ST effects, as well as analyzing individual factors that can influence training results. The Method includes a survey among ST participants. It has been applied to effectiveness evaluation of LIS simulation training program at Educational and Accreditation Center of the Botkin City Clinical Hospital. The survey showed that 88.9% of surgeons attending the LIS training program implemented their knowledge into practice.
 The suggested Method allows to evaluate the effectiveness of LIS simulation training and its implementation into practice among all trainees, analyze factors that can influence the training results and use the obtained results for further improvement of the training program and its methods. 
 The Method may be recommended for implementation at medical simulation training centers.

Evaluation of teachers' training and development programmes in secondary schools: Administrators' and teachers' perceptions

Purpose: This study evaluates staff Training and Development Programmes (TDPs) in secondary schools based on the views of administrators and teachers. The research was implemented in public secondary schools in Cross River State, Nigeria.
 Design/Methodology/Approach: The study adopted the survey research design with 5408 participants (administrators = 542; teachers = 4595). Four research questions guided the study. The Staff Training and Development Programmes Questionnaire (STDPQ) was used for data collection. Findings revealed essential areas of staff training and development.
 Findings: Various methods are employed for staff training and development. The results further showed various constraints that impeded staff TDPs in secondary schools.
 Conclusion: Based on the findings, it was concluded that staff in secondary schools have different training and development needs adjudged by both the principals and teachers as crucial for job enhancement. Various staff training and development methods can serve as valuable programmes to improve the current methods adopted.
 Research Limitations and Implications: There are various limitations in this study such as the small scope which may affect the extent to which generalizations can be made. It is suggested that future studies focus on expanding the scope to other regions and nations.
 Practical Implications: Despite the limitations, the study has made some advances to human capital and self-determination theories by providing findings. The findings of this study may direct the attention of curriculum planners, the government and school management to offer training and development opportunities based on the needs of teachers.
 Contribution to Literature: The study has contributed to the literature on staff training and development which can constitute a basis for further research in related areas.

Evaluating Data Quality and Changes in Species Identification in a Citizen Science Bird Monitoring Project

Citizen science has potential to provide multiple benefits to participants and the professional scientific community, and those benefits can be realized if citizen science projects are intentionally designed to achieve research objectives, and if participants have the skills, knowledge, and training to collect high-quality data. Using three years of data from a citizen science bird monitoring project in Salt Lake City, Utah, we assessed bird songs and calls learned by volunteers, and compared species detections, number of birds, and distance measurements between point counts by citizen scientists and professional biologists. We found significant increases in correct species identification for citizen scientists after going through the training program; the average percentage of bird songs and calls identified rose from 42.5% before training to 72.7% after training (p < 0.00001). For two data quality metrics, citizen scientists and professional biologists collected similar quality data: the average number of birds and average detection distances were not significantly different for point counts conducted by citizen scientists and professional biologists in the same locations. However, professional biologists identified an average of 1.48 more species than citizen scientists (p < 0.00001). Our findings emphasize the importance of evaluating training programs and data accuracy for citizen science projects. In instances in which citizen scientists may not be performing at the same level as professional biologists, identifying these patterns ensures that they can be fully explained and accounted for during data analysis.