Kirkpatrick's Evaluation Model Research Articles

The Effectiveness of a Psychoeducation Intervention Program for Enhancing Self-Esteem and Empathy : A Study of Emerging Adult College Student

This research examines the effectiveness of psychoeducation intervention programs among emerging adult college students. We used the quantitative method with single-subject designs—Kirkpatrick evaluation model conducted by targeting two measurement levels: reaction and learning. Quantitative data analysis used the Rosenberg Self-Esteem Scale (RSES) and the Basic Empathy Scale (BES). Qualitative data were measured through baseline, treatment, and follow-up assessments. The findings of this research demonstrated that enhancing self-esteem and empathy through this program was effective. Significant changes in the subjects' knowledge and attitudes were observed after the intervention. This research suggests that emerging adult college students can gain a deeper understanding of their potential and experience a positive mind and emotional states through increased self-esteem and empathy.

Evaluating Virtual Simulation to Augment Undergraduate Nurses' Clinical Practice.

Due to the lack of clinical placements during the pandemic, virtual simulation was used to augment student practice experiences. Using Kirkpatrick's evaluation model, a program evaluation study using a mixed-methods design was implemented to assess student and faculty satisfaction and usefulness of virtual simulation, the effectiveness of meeting learning needs, and the effects of the virtual simulation resource on the development of clinical judgment (n = 70). Virtual simulation was rated as moderately useful with an overall mean of 1.7 (SD = 0.66, range 1 to 3). Only 21% to 49% of the students found online simulation either met or well met the various areas of learning needs. Qualitative data highlighted the benefits of this strategy as well as implementation factors that affected students' experience. Virtual simulation can be used in clinical courses to augment learning when implemented in a way that addresses students' needs. [J Nurs Educ. 2024;63(7):470-477.].

A systematic review of shared decision making training programs for general practitioners

BackgroundShared decision making (SDM) has been presented as the preferred approach for decisions where there is more than one acceptable option and has been identified a priority feature of high-quality patient-centered care. Considering the foundation of trust between general practitioners (GPs) and patients and the variety of diseases in primary care, the primary care context can be viewed as roots of SDM. GPs are requesting training programs to improve their SDM skills leading to a more patient-centered care approach. Because of the high number of training programs available, it is important to overview these training interventions specifically for primary care and to explore how these training programs are evaluated.MethodsThis review was reported in accordance with the PRISMA guideline. Eight different databases were used in December 2022 and updated in September 2023. Risk of bias was assessed using ICROMS. Training effectiveness was analyzed using the Kirkpatrick evaluation model and categorized according to training format (online, live or blended learning).ResultsWe identified 29 different SDM training programs for GPs. SDM training has a moderate impact on patient (SMD 0.53 95% CI 0.15–0.90) and observer reported SDM skills (SMD 0.59 95%CI 0.21–0.97). For blended training programs, we found a high impact for quality of life (SMD 1.20 95% CI -0.38-2.78) and patient reported SDM skills (SMD 2.89 95%CI -0.55-6.32).ConclusionSDM training improves patient and observer reported SDM skills in GPs. Blended learning as learning format for SDM appears to show better effects on learning outcomes than online or live learning formats. This suggests that teaching facilities designing SDM training may want to prioritize blended learning formats. More homogeneity in SDM measurement scales and evaluation approaches and direct comparisons of different types of educational formats are needed to develop the most appropriate and effective SDM training format.Trial registrationPROSPERO: A systematic review of shared-decision making training programs in a primary care setting. PROSPERO 2023 CRD42023393385 Available from: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42023393385.

Implementasi Evaluasi Model Kirkpatrick Pada Program Pendidikan Karakter Institut Agama Islam Sultan Muhammad Syafiuddin Sambas

The aim of this research is to analyze using the Kirkpatrick evaluation model with 4 levels (Kirkpatrick Four Levels Evaluation Model) which aims to determine the effectiveness of the Character Education program at the Sultan Muhammad Syafiuddin Sambas Islamic Institute. This research method uses a qualitative descriptive qualitative research method. Data collection data was obtained through observation instruments, interviews and documentation. The results of this research are that the assessment at level 1 of reactions, the results of participants' reactions to the organizing committee and resource persons are very high. You just need to pay attention to the preparation of learning materials that need to be prepared at the beginning. Education and stationery equipment such as notebooks need to be checked again. At level 2 of learning, the participants' attitudes, knowledge and skills are very significantly assessed. At behavioral level 3, the evaluation is carried out after the participants return to their respective classes. There is an increase in changes in behavior of Pendikar Participants from before Pendikar and after PENDIKAR. Changes in behavior such as attendance discipline, how to dress, motivating colleagues, communicating well, as well as accuracy and speed in completing daily tasks. At level 4 impact, there is an increase in the learning of PENDIKAR participants. Participants are able to guide and disseminate the knowledge they have gained from PENDIKAR to their fellow colleagues, are able to develop learning methods and media in the learning process on campus, and their behavior becomes better

Implementation of the Kirkpatrick Model in Evaluating the Use of Digital Technology in Counseling Guidance Programs at SMP Negeri 1 Matan Hilir Utara

This research aimed to evaluate the Guidance Counseling (BK) service program in the use of digital technology at SMP Negeri 1 Matan Hilir Utara using the Kirkpatrick Evaluation Model. This research method was quantitative with a descriptive approach. Data is technically collected using questionnaire techniques which are the main data source. The subjects in the research were 60 class VIII students who were determined based on a saturated sampling technique where all members of the population were used as research samples. In the context of this research, students act as evaluators or beneficiaries, while the guidance and counseling teachers and school principals are the parties who evaluate the guidance and counseling program services that are implemented. The results of the research show that: 1) At the reaction level, BK services are perceived as showing a scale using digital technology that is on a medium scale with an average of 3.35, 2) At the learning level, BK services in terms of technology use obtain an average of 3. 57 in the high category, 3) At the behavior level with indicators of application of values in the program it is in the medium category with an average of 3.38 in aspects of technology use that need special attention to be optimized, 4) At the results level, students assume that the use of technology is in the medium category with an average of 3.35 which needs to be maximized to improve the quality of the BK program at the research location.

Study of The Technical Index of Online Learning Behavior Analysis of Nursing Majors on The Superstar Platform Based on The Kirkpatrick Evaluation Model

Objective: To analyze the technical indexes of students’ online learning behavior analysis based on Kirkman’s evaluation model, sort out the basic indexes of online learning behavior, and extract scientific and efficient evaluation indexes of online learning effect through statistical analysis. Methods: The online learning behavior data of Physiology of nursing students from 2021–2023 and the first semester of 22 nursing classes (3 and 4) were collected and analyzed. The preset learning behavior indexes were analyzed by multi-dimensional analysis and a correlation analysis was conducted between the indexes and the final examination scores to screen for the dominant important indexes for online learning effect evaluation. Results: The study found that the demand for online learning of nursing students from 2021–2023 increased and the effect was statistically significant. Compared with the stage assessment results, the online learning effect was statistically significant. Conclusion: The main indicators for evaluating and classifying online learning behaviors were summarized. These two indicators can help teachers predict which part of students need learning intervention, optimize the teaching process, and help students improve their learning behavior and academic performance.

Evaluation of the one-minute preceptor as a teaching method for family medicine residents

Background and objective: Health professionals struggle to appropriately train resident doctors in overcrowded medical centers. The one-minute preceptor teaching approach is an effective teaching model that provides a solution to the problem. This study aims to determine the effectiveness of a one-minute preceptor in improving the clinical teaching skills of supervisors and the critical thinking skills of residents and to assess the residents' and supervisors’ attitudes toward a one-minute preceptor. Methods: From October 1, 2021, to February 28, 2022, a cross-sectional study was conducted in the Family Medicine department at Hawler Medical University, in Erbil, Iraq. Eight family medicine supervisors and 30 resident doctors at the specialized Family Medicine Health Center were involved in the study. Pre-and-post assessment questions were administered to the supervisors before and after one-minute preceptor training to assess their knowledge. Kirkpatrick's evaluation model was used to evaluate supervisors’ knowledge and application of skills after training, and to assess whether intended outcomes occurred with the residents. Results: All supervisors agreed that this approach to teaching should be incorporated into medical education (50% agreed and 50% strongly agreed) and improved their teaching skills (75% agreed, 25% strongly agreed). More than half of the residents agreed that this new teaching method should be incorporated into medical education. (50% agreed and 10% strongly agreed) Conclusion: The one-minute preceptor teaching model intends to provide doctors with an effective framework to improve their instructional effectiveness.

Usefulness and Ease of Use of E-Learning Towards the Effectiveness of Training and Development Programs for Civil Servants

The e-learning system is a digital technology in the world of education that is increasingly used nowadays at all academic levels, whether pedagogy or andragogy, which is now an approach used for teaching and learning electronically to deliver information through online training. The effectiveness of training and development programs in the context of this study depends on several factors in the use of e-learning. Thus the objective of this paper is to examine relationships and analyze the influence of e-learning that includes the perceived usefulness and perceived ease of use on the effectiveness of training and development programs for civil servants. The next objective is to identify the difficulty factors of participants following online training. This study used a survey method through the online questionnaire that was distributed to 152 respondents at the Department of Information Malaysia through the Google Form platform. Technology Acceptance Model (TAM) and Kirkpatrick Evaluation Model were used in this study. The results of the study show that all aspects of the use of e-learning studied have a strong positive significant relationship with the effectiveness of the training and development program. Through regression analysis proved that the use of e-learning contributes as much as 74.1% to the effectiveness of training and development programs. While technical issues and face-to-face communication gaps are the main factors that cause difficulty in attending online training.

Evaluating a research methodology workshop among postgraduate students using Kirkpatrick's model.

In this era of evidence-based medicine, only systematic research can help in providing judicious and precise healthcare to individual patients based on updated knowledge and skills. However, many medical professionals do not feel competent and confident enough to conduct research. One of the reasons could be the lack of a research-based curriculum in undergraduate courses. The National Medical Council has also stressed the need for formal training in research methodology for healthcare professionals. The research methodology workshops help to familiarize the participants with basic, clinical, and translational research required to impart optimum patient care. The objective of our study was to evaluate a research methodology workshop conducted for postgraduate students by assessing the participant's knowledge, feedback, and expected impact using Kirkpatrick's evaluation model. A quasi-experimental, single-group study was conducted among 132 first-year postgraduate students. The four levels of Kirkpatrick's model were applied for evaluation. Feedback forms, scores of the pretest and posttest, quality of the research proposal drafted by the postgraduates for their thesis, and finally successful submission of the research proposal were the components used to evaluate the four levels of outcome of Kirkpatrick's model. Data collected were compiled and tabulated into MS Excel. Proportions were calculated for categorical variables and mean and standard deviation (SD) for scores. A comparison of means between pre- and postworkshop scores was made with paired t-test. A value of P < 0.05 was considered statistically significant. Statistical analysis was done using IBM SPSS Statistics version 20.0 software. Out of 132 participants, 29% (38) were males and 71% (94) were females. The mean ± SD pretest and posttest scores at a 95% confidence interval were 10.55 ± 2.537 and 12.43 ± 2.484, respectively. The difference was found to be statistically significant by paired sample t-test (P < 0.001). Participant feedback is vital for improving research methodology workshops. The workshop met the overall requirements of the participants. There was a significant improvement in the knowledge of participants after the workshop completion.

Living Networks in Health during the covid-19 pandemic: Evaluation of the multiprofessional training course "Nós da Linha de Frente" in Manaus, Amazonas, Brazil

This article presents the evaluation of the therapeutic intervention course in situations of traumatic loss and grief, offered online by the Universidade do Estado do Amazonas, between April and August 2021, for volunteer professionals. A semi-structured questionnaire with open and closed questions was administered. The analysis of the 55 responses from volunteer professionals and 14 responses from individuals who received the intervention was based on the Kirkpatrick evaluation model. The results demonstrate the theoretical and practical success of the course, with a positive assessment at the reaction, learning, behavior, and results levels, emphasizing collective work and the motivation of the course speakers. The main acquired knowledge pertained to topics related to death and grief care. The behaviors resulting from the course fall within the affective-social and technical-professional domains. Regarding impact, there was a predominance of satisfaction among the individuals who received the intervention, as well as identification of changes brought about by the training.

Effects of governmental support on clinical nurse educators in South Korea: A repeated cross-sectional study.

To assess the effectiveness of the Clinical Nurse Educator Support Project and offer valuable insights for supporting nursing education. Allocating clinical nursing educators is crucial for supporting novice nurses' transition into the clinical setting and improving their performance. In 2019, the Ministry of Health and Welfare in South Korea implemented the Clinical Nurse Educator Support Project, which involves governmental financial support for the employment of clinical nurse educators. This study employed a repeated cross-sectional design to assess the project outcomes. Following the framework of the Kirkpatrick Evaluation Model, secondary data from annual self-program evaluation reports were analyzed to assess program satisfaction, clinical adaptation, and turnover rates of novice nurses. The "Strengthening the Reporting of Observational Studies in Epidemiology checklist" guided the reporting of the study. The project played a pivotal role in enhancing the quality of nursing education. Novice nurses' program satisfaction and clinical adaptation consistently remained high or exhibited an increase. The project led to a decrease in turnover rate among novice nurses, while the coronavirus 2019 pandemic resulted in increased turnover rates due to limited clinical practice opportunities for nursing students. Government support for clinical nurse educators has positively impacted the institutionalization of nursing education. The pressing need is to prioritize not only the enhancement of nursing education quality and the improvement of nurses' working conditions but also the development of healthcare policies and programs to effectively respond to unforeseen challenges and crises. Government and healthcare institutions must collaborate to strengthen clinical education, crucial for novice nurses' clinical adaptation. Prioritizing the improvement of nursing education quality and nurses' working conditions is essential. Continuous research and evaluation of the Clinical Nurse Educator Support Project is imperative to assess its impact and make necessary adjustments.

Evaluating the impact of 'Ask the Specialist Plus': a training program for improving cultural safety and communication in hospital-based healthcare.

First Nations peoples in colonised countries often feel culturally unsafe in hospitals, leading to high self-discharge rates, psychological distress and premature death. To address racism in healthcare, institutions have promised to deliver cultural safety training but there is limited evidence on how to teach cultural safety. To that end, we created Ask the Specialist Plus: a training program that focuses on improving healthcare providers intercultural communication skills to improve cultural safety. Our aim is to describe training implementation and to evaluate the training according to participants. Inspired by cultural safety, Critical Race Theory and Freirean pedagogy, Ask the Specialist Plus was piloted at Royal Darwin Hospital in Australia's Northern Territory in 2021. The format combined listening to an episode of a podcast called Ask the Specialist with weekly, one-hour face-to-face discussions with First Nations Specialists outside the clinical environment over 7 to 8 weeks. Weekly surveys evaluated teaching domains using five-point Likert scales and via free text comments. Quantitative data were collated in Excel and comments were collated in NVivo12. Results were presented following Kirkpatrick's evaluation model. Fifteen sessions of Ask the Specialist Plus training were delivered. 90% of participants found the training valuable. Attendees enjoyed the unique format including use of the podcast as a catalyst for discussions. Delivery over two months allowed for flexibility to accommodate clinical demands and shift work. Students through to senior staff learnt new skills, discussed institutionally racist systems and committed to behaviour change. Considering racism is commonly denied in healthcare, the receptiveness of staff to discussing racism was noteworthy. The pilot also contributed to evidence that cultural safety should be co-taught by educators who represent racial and gender differences. The Ask the Specialist Plus training program provides an effective model for cultural safety training with high potential to achieve behaviour change among diverse healthcare providers. The training provided practical information on how to improve communication and fostered critical consciousness among healthcare providers. The program demonstrated that training delivered weekly over two months to clinical departments can lead to positive changes through cycles of learning, action, and reflection.

Longitudinal impact of an online interdisciplinary perinatal mental health module on Healthcare Professionals’ knowledge, skills, attitudes and confidence: A qualitative evaluation

Aim/objectiveThe current study aimed to explore the following research question; ‘What is the longitudinal impact, if any, of an online interdisciplinary perinatal mental health module on HCP knowledge, skills, attitudes and confidence’. BackgroundResearch suggests that one in five women/people will experience a mental health issue during the perinatal period. Healthcare Professionals (HCPs) play a critical role in identifying, supporting and referring those who disclose health or psychosocial concerns in pregnancy or after birth and consistent research findings highlight the need for appropriate targeted perinatal mental health education among this cohort. To address this need, a thirteen-week (Masters Level) interdisciplinary online module in perinatal mental health was collaboratively developed between one Irish Higher Education Institution and national mental healthcare specialists. The module aims to develop HCP knowledge, skills, attitude and confidence in sustainably supporting women/people and families experiencing perinatal mental health issues. However, a recent scoping review concluded that there was insufficient evidence with respect to the longitudinal impact of such courses on HCP practice. Design/methodsThe study design adopted a qualitative descriptive design that used online individual interviews for data collection. The evaluation was informed by the Kirkpatrick and Kirkpatrick Evaluation Model. The study group consisted of six voluntarily self-selected perinatal mental health module participants. Longitudinal impacts of the module were explored 8–10 months following module completion. Thematic Analysis was undertaken using Braun and Clarkes Framework. Ethical approval for the study was obtained from the author’s Higher Education Institution (HEI). ResultsFindings revealed several interrelated and reinforcing themes that had an impact on the longer-term application of enhanced knowledge, skills, attitude and confidence in practice. These were; pedagogical features of the interdisciplinary perinatal mental health education module, sociocultural and professional influences, persistent enthusiasm and commitment to improve care in spite of systemic obstacles and, ongoing need for perinatal mental health education. ConclusionsProvision of targeted, agile and manageable professional education courses on perinatal mental health care will continue to be required. However, despite sustained commitment and enthusiasm to implement enhanced knowledge and skills, systemic obstacles continue to exist and these may have an impact on the efficacy of such courses in the longer term.

Measuring the Impact of Capacity Building Workshops for Ensuring Inclusive Education Practices Using Kirkpatrick's Evaluation Model in Sindh, Pakistan

The study examines the failure of implementing inclusive education programs in Sindh province schools. It developed a unique training scheme for special and general education teachers, incorporating learning modules, instructional resources, and a virtual platform. The project was initiated in 2022, and 423 participants were trained in inclusive education practices. The study found that competency-based inclusive education workshops significantly boost teachers' positive attitudes towards inclusive education, confirming previous findings on integrating students with disabilities into mainstream classrooms. The study emphasizes the importance of continuous professional development for teachers in the face of rapid technological advancements.

The Effectiveness of Web 2.0 Tools Training Workshop Using Canva and Figma in Developing Creative Visual Content

The Effectiveness of Web 2.0 Tools Training Workshop Using Canva and Figma in Developing Creative Visual Content

An Explorative Review of the Constructs, Metrics, Models, and Methods for Evaluating e-Learning Performance in Medical Education

The performance evaluation of e-learning in medical education has been the subject of much research lately. Researchers are yet to achieve a consensus on the definition of performance or the suitable constructs, metrics, models, and methods to help understand student performance. Through a systematic review, this study put forward a working definition of what constitutes performance evaluation to reduce the ambiguity, arbitrariness, and multiplicity surrounding performance evaluation of e-learning in medical education. A systematic review of published articles on performance evaluation of e-learning in medical education was performed on the SCOPUS, Web of Science, PubMed, and EBSCOHost databases using search terms deduced from the PICOS model. Following the PRISMA guidelines relevant published papers were searched and exported to Endnote. Screening and quality appraisal were done on Rayyan. Three thousand four hundred and thirty-nine published studies were retrieved and screened using predetermined inclusion and exclusion criteria. One hundred and three studies passed all the criteria and were reviewed. The reviewed literature used 30 constructs to operationalize performance. The leading constructs are knowledge and effectiveness. Both constructs were used by 60% of the authors of the reviewed literature to define student performance. Knowledge gain, satisfaction, and learning outcome are the most common metrics used by 81%, 26%, and 15% of the reviewed literature to measure student performance. The study discovered that most researchers forget to evaluate the “e” or electronic component of e-learning when evaluating performance. The constructs operationalized and metrics measured were primarily focused on learning outcomes with minimal focus on technology-related metrics or the influence of the electronic mode of delivery on the learning process or evaluation outcome. Only 6% of the reviewed literature applied evaluation models to guide their evaluation process - mostly the Kirkpatrick evaluation model. Also, most of the included studies used randomization as an experimental control method, mainly using pre-and post-test surveys. Modern evaluation methods were rarely used. Only 1% of the reviewed literature used Google Analytics, and 2% used data from a learning management system. This study increments the existing body of knowledge in performance evaluation of e-learning in medical education by providing a convergence of constructs, metrics, models, and methods and proposing a roadmap to guide students’ performance evaluation process from the synthesis of findings and the gaps identified through the systematic review of existing literature in the domain. This roadmap will assist in informing researchers of grey areas to consider when evaluating performance to ensure more quality research outputs in the domain.

Analysis of Bullying’ Perpetrators and Victims in Middle Schools in Banjarbaru City, South Kalimantan

This research is an evaluation of the Indonesian roots program using the Kirkpatrick evaluation model which focuses on evaluating bullying behavior carried out by students in previous years, and victims of bullying at school. The data analysis used is quantitative descriptive. The data obtained from the results of implementing the questionnaire is quantitative data. The results of the study showed that 5 students (36%) had never bullied at school in the previous year's bullying behavior at school. Meanwhile, 9 students (64%) had carried out bullying with a relatively low frequency. Victims of bullying in the previous year reached 64% consisting of 4 male students and 5 female students. The recommendations of this research are: 1) schools should be proactive by creating programs for teaching social skills, problem solving, conflict management and character education. 2) Teachers should monitor changes in students' attitudes and behavior inside and outside the classroom; and there needs to be harmonious cooperation between guidance and counseling teachers, subject teachers, as well as school staff and employees. 3) Parents should collaborate with the school to achieve maximum educational goals without bullying between students at school.

Efektivitas Pelaksanaan Diklat Calon Guru Penggerak Angkatan 4 Berdasarkan Model Evaluasi Kirkpatrick di Balai Besar Guru Penggerak (BBGP)

This study aims to determine the level of effectiveness of training in the 4th batch of teacher mobilizer program organized by the West Java Teacher Mobilizer Center (BBGP). Measurement of the effectiveness of education and training uses the Kirkpatrick evaluation model, with 4 levels, namely: level 1 (reaction), level 2 (learning), level 3 (behavior), and level 4 (result). The research method used in this study is a descriptive research method with a qualitative approach. Data collection techniques through interviews and documentation studies. Then checking the validity of the data is done by triangulation of techniques and sources. The results showed that the Implementation of Training for Prospective Teacher Movers Batch 4 Based on the Kirkpatrick Evaluation Model at the West Java Center for Teacher Movers (BBGP) at levels 1 and 2 was considered effective but at levels 3 and 4 it was not considered effective.

Evaluation of Classical Training at the Ambon Religious Training Center using The Kirkpatrick Evaluation Model

The purpose of this study was to evaluate classical training (regular training and training in work areas) held by BDK Ambon using the level 1 and level 2 Kirkpatrick models. MTs in the Aru Islands. Based on the results of the Level 1 Evaluation, it showed a positive reaction from the training participants with an average participant rating of regular training providers of 94.21 and 95.88 for training in the work area. The training participants were satisfied with the performance of the Ambon BDK training organizers. The highest score is in the aspect of participation in the determination of participants, namely 96.79 for regular training and 97.36 for training in work areas. Furthermore, the participants' assessment of widyaiswara showed an overall average score of 95.98 for regular training at BDK Ambon and 96.98 for training in work areas. These results indicate that the participants consider that the Widyaiswara is very competent, the training environment is very comfortable, and the methods used are effective in delivering training materials. Furthermore, based on the results of the level 2 evaluation regarding learning, it can be concluded that there has been an increase in knowledge, skills and attitudes after attending the training. It can be ensured that training alumni not only have theoretical knowledge, but are also able to apply it in practice. This can be seen from the training products in the form of learning videos, interactive quizzes and learning blogs as well as Google Classroom as learning media made by participants during the training

Translating discovery science: Delivering online, asynchronous financial education to service members at career and personal life transitions

AbstractObjectiveGrounded in the Kirkpatrick and Kirkpatrick model of evaluation, we examine multiple dimensions of military service members' reactions to six online, asynchronous financial family life education efforts.BackgroundUsing a “just‐in‐time” training model, financial literacy trainings that correspond to key family and career transitions were congressionally mandated for all service members. Program evaluation efforts are ongoing to assess training merit and inform training improvements.MethodThe six specific trainings evaluated occurred when service members were relocating, returning from deployment, receiving a promotion, getting married, getting divorced, and the birth of a first child. We explored various dimensions of training reactions, including training topics that were perceived as most beneficial at certain life stages or transitions; the perceptions of the trainings' quality, relevance, and impact; and finally, the likelihood of them sharing that information with their significant other. Data were collected between July 2021 and June 2023.ResultsOverall, service members perceived the trainings as high quality, relevant, and impactful, and most service members were likely to share the information with their spouse. Some differences were seen by demographic groups, such that trainees who were enlisted (compared to officers), identified as African American (compared to White), and had a high school diploma or associate's degree (compared to a more advanced degree) typically reported more favorable reactions.Conclusion and ImplicationsActionable strategies are provided to support service members and inform the development and evaluation of other family life education programs, particularly online, asynchronous training and financial‐focused training.