Participation In Training Workshop Research Articles

THE AGROECOLOGICAL PERFORMANCE OF THE UNION OF KANKELEN MARKET GROUPS AND THE NERICA UNION IN THE PREFECTURE OF FARANAH, REPUBLIC OF GUINEA

To circumscribe the prefecture of Faranah through the agroecological evaluation of some professional agricultural organizations in the context of sustainable development with the fight against climate change and the preservation of biodiversity For this evaluation of the agroecological performance of the farms of the union of Kankelen market gardening groups (UGMK) and the NERICA union (U.NERICA) in the prefecture of Faranah, in the Republic of Guinea, we chose. It consists of evaluating their performance based on three components (ecological diversity, spatial organization and agricultural practice). This evaluation provides guidance on the agroecological behavior of farmers in market gardening and rice farming in the said locality. This work highlights the combination of fifteen (15) indicators structured in three dimensions cited above and that the judgment reference is based on the maximum agroecological performance score. It is proposed by the Farm Sustainability Indicator (IDEA) method. The results obtained by these unions including an operator workforce of three hundred three (303) for the UGMK and one hundred and ninety-two (192) for the NERICA union, proved appreciable with a score of 65.7% for UGMK and 62.30% for U. NERICA. This is due to the massive participation in training workshops led by their development partner (ISAV, PNAAFA, AgriFARM, National NGO : AGUISA, APIC guinea).

School leadership training transfer in Ghana: Views of successful basic school leaders

Various professional development activities including training workshops are organised annually for school leaders. However, there have been questions as to whether participants in training workshops do necessarily implement lessons learnt from such workshops in their schools. This study reports lessons from school leaders who were adjudged to have been successful in implementing lessons from a British Council Connecting Classrooms training workshops for school leaders in Ghana. Adopting a qualitative phenomenological case study research approach using interviews, the study explored what school leaders perceived to be the factors that contributed to their successful implementation of lessons from the training workshops. The study found that when the focus of the workshop met participants needs, engagement of workshop participants in action planning, attending the workshop together with teachers and School Improvement Support Officers, follow-up visits by workshop trainers and organisers, creating of a platform for workshop participants to share experiences, and the organisation of a post-workshop reflective experience and successful stories sharing conference got them to commit to implementing lessons from the workshops. It is therefore recommended that organisers of training workshops for school leaders should incorporate these activities in their organisation of training workshop to achieve the intended impact.

A Mixed-Methods Approach to Identify Farmers’ Perception and Practices Regarding Antibiotic Use in Vietnam

Antibiotic resistance (ABR) is one of the greatest global health concerns. The growth of food animal farming has challenged efforts to reduce unnecessary antibiotic use (ABU) and is linked to the rapid increases in ABR. This mixed-methods sociological study was conducted between 2016 and 2017, in a sample of 100 animal farmers in southern Vietnam, aiming to characterize their perception of ABU and identify factors influencing their practice. Data were collected from a structured questionnaire investigating characteristics of social demographics and farm style, farmers’ ABU perception and practices, sources of ABU information and the intention to reduce ABU. Generalized linear models were built to investigate potential influencing factors associated with ABU perception and practices. The results show a majority of farmers had an unfavourable perception of ABU. Only 13% correctly knew antibiotics were used for treating bacterial infections. The inappropriate practice of ABU for non-therapeutic purposes was found in almost two-thirds of the farmers (59.4%). Data from the multivariate analysis showed: (1) a significant association between an unfavourable perception of ABU and inappropriate practices, (2) an inverse influence of participation in training workshops to a favourable perception of ABU, but also (3) an inverse influence of participation in training workshops to inappropriate practices of ABU. The results suggest that the local training events that are usually put on by commercial companies do not assist farmers to effectively reduce ABU. On the contrary, these events seem to promote their use. We recognize the complexity of effectively managing appropriate ABU on farms in order to reduce ABR in Vietnam. We conclude that legislation and enforcement needs to be tightened to reduce sale of antibiotics to farmers without veterinarian prescription, and advertising and influence of commercial stakeholders needs to be highly moderated so that they do not unduly promote the unregulated use of antibiotics on farms. Household farmers are important stakeholders in the efforts to reducing ABU and preventing ABR, and therefore should be engaged more effectively.

Implementing the Dubowitz assessment of gestational age in India and Malawi: a cross-sectional study of participants in a training workshop

Background Accurate assignment of the gestational age of newborns is important for the identification of prematurity. The Dubowitz assessment is the gold standard among postnatal examinations used to assign gestational age, but implementation has been limited because of examination complexity and training requirements. The objective of this study was to explore factors related to teaching and implementing the Dubowitz examination that may influence its uptake in India and Malawi. Methods This cross-sectional study was conducted in India and Malawi during the preparation for a low-birthweight infant feeding exploratory study. Twenty trainees participated in a Dubowitz examination training workshop that occurred over two half-day sessions. Trainees completed pretraining and posttraining surveys related to their perceptions of the Dubowitz training, the examination, and factors affecting the administration of the examination in their setting. Results All survey respondents expressed confidence in their ability to perform the Dubowitz examination after the training. Less than a third expressed concerns about the time required to learn (30%) or perform the examination (25%). Eighty-five percent of trainees identified concerns related to parental perception of the examination that may inhibit implementation. Trainees averaged 14 minutes (standard deviation: 4.5 minutes) to complete the examination. More than 80% of trainee answers were within one point of the trainer for 16 of the 22 Dubowitz signs. Trainee composite scores were within ±3 weeks of the trainer for 95% of assessments based on Bland-Altman analysis. Conclusions The Dubowitz examination at birth is a method to improve identification of premature infants in the absence of prenatal dating. We found widespread acceptance for the Dubowitz assessment among participants in training workshops in India and Malawi, despite the complexity and length of the examination. The high level of trainee-trainer concordance on individual examination signs suggests that an acceptable level of competence is feasible after a short, concentrated workshop. Further investigation into barriers that hinder implementation such as negative parental perceptions is warranted. Registration details Clinical Trials Registration: NCT04002908 (www.clinicaltrials.gov) and CTRI/2019/02/017475 (Clinical Trial Registry of India - http://ctri.nic.in).

Training teachers to teach bioethics: evaluation using Kirkpatrick model

Bioethics helps define the values and guidelines governing decision making in health profession practice. Teaching ethics to medical students demand teachers trained in bioethics. With this aim, “Teachers Training Workshop on Bioethics” was arranged with the objective to get feedback from the participants on effectiveness of bioethics teaching. Twelve faculty members participated in four days Teachers Training Workshop on Bioethics during Dec 27-30, 2016, at Patan Academy of Health Sciences, Nepal. Sixteen thematic topics were chosen from UNESCO Bioethics Core Curriculum. There were four rounds of presentations, and each round had four topics. Small group discussions, presentations and case scenarios were main methods used in the training. Written feedback was taken on semi-structured questionnaire with items- four closed ended and three open ended. Descriptive analysis was done.
 The level of confidence of the participants after participation in training workshop enhanced for teaching Bioethics, taking ethical decision and resolving ethical dilemma. As per participants open ended responses, “Active participation of the participants” and “Interactive sessions” were good points whereas “More references required, not only of UNESCO curriculum” was the area for improvement. The training enhanced overall confidence level of the participants.

A process evaluation accompanying an attempted randomized controlled trial of an evidence service for health system policymakers.

BackgroundWe developed an evidence service that draws inputs from Health Systems Evidence (HSE), which is a comprehensive database of research evidence about governance, financial and delivery arrangements within health systems and about implementation strategies relevant to health systems. Our goal was to evaluate whether, how and why a ‘full-serve’ evidence service increases the use of synthesized research evidence by policy analysts and advisors in the Ontario Ministry of Health and Long-Term Care as compared to a ‘self-serve’ evidence service.MethodsWe attempted to conduct a two-arm, 10-month randomized controlled trial (RCT), along with a follow-up qualitative process evaluation, but we terminated the RCT when we failed to reach our recruitment target. For the qualitative process evaluation we modified the original interview guide to allow us to explore the (1) factors influencing participation in the trial; (2) usage of HSE, factors explaining usage patterns, and strategies to increase usage; (3) participation in training workshops and use of other supports; and (4) views about and experiences with key HSE features.ResultsWe terminated the RCT given our 15% recruitment rate. Six factors were identified by those who had agreed to participate in the trial as encouraging their participation: relevance of the study to participants’ own work; familiarity with the researchers; personal view of the importance of using research evidence in policymaking; academic background; support from supervisors; and participation of colleagues. Most reported that they never, infrequently or inconsistently used HSE and suggested strategies to increase its use, including regular email reminders and employee training. However, only two participants indicated that employee training, in the form of a workshop about finding and using research evidence, had influenced their use of HSE. Most participants found HSE features to be intuitive and helpful, although registration/sign-in and some page formats (particularly the advanced search page and detailed search results page) discouraged their use or did not optimize the user experience.ConclusionsThe qualitative findings informed a re-design of HSE, which allows users to more efficiently find and use research evidence about how to strengthen or reform health systems or in how to get cost-effective programs, services and drugs to those who need them. Our experience with RCT recruitment suggests the need to consider changing the unit of allocation to divisions instead of individuals within divisions, among other lessons.Trial registrationThis protocol for this study is published in Implementation Science and registered with ClinicalTrials.gov (HHS/FHS REB 10–267).Electronic supplementary materialThe online version of this article (doi:10.1186/s12961-015-0066-z) contains supplementary material, which is available to authorized users.

Agentes comunitários de saúde: mapeamento de conhecimento antes e após oficinas de instrumentalização

OBJETIVOS: mapear o conhecimento de agentes comunitários de saúde antes e após participação em oficinas de instrumentalização sobre aspectos fonoaudiológicos e verificar as mudanças de percepção segundo o tempo de trabalho na Estratégia de Saúde da Família. MÉTODOS: o estudo foi realizado em um município a 170 km da capital de Minas Geraise com 74.409 habitantes. A rede de Atenção Primária a Saúde do município é composta por 10 unidades de Estratégia de Saúde da Família que alocam 60 agentes de saúde. Os dados foram coletados em todas as unidades e consistiu em três etapas: a) aplicação de questionário auto-aplicável acerca de aspectos fonoaudiológicos; b) processo de instrumentalização; c) reaplicação do questionário. RESULTADOS: participaram do estudo 51 agentes de saúde. Após a instrumentalização, tornou-se maior o número de agentes de saúde que deram relevância a fatores que sugerem a ocorrência de distúrbio da comunicação nas diferentes faixas etárias e que passaram a conhecer as quatro áreas que englobam a atuação fonoaudiológica. Não houve relação estatística entre o desempenho dos agentes nas respostas e a unidade de trabalho. Quanto ao tempo de trabalho Estratégia de Saúde da Família, na pré-instrumentalização, o melhor desempenho nas respostas foi dos agentes que trabalham há menos de um ano na atenção primária. CONCLUSÃO: ainstrumentalização favoreceu as respostas dos agentes comunitários de saúde. Houve relação entre o processo de instrumentalização e o tempo de atuação no Programa de Saúde da Família.

Sustaining motivational interviewing: a meta‐analysis of training studies

Previous research indicates that motivational interviewing (MI) skills decline over time among participants in training workshops when post-workshop feedback and coaching are not provided. This study explored moderators of skill retention among trainees learning MI mainly for substance use disorder treatment in real-world treatment settings, including workshop enhancements and type and dose of post-workshop feedback and coaching. A meta-analysis of training studies was conducted with studies that reported MI skills using observational measures and that included trainees from real-world agency settings. Standardized change scores were calculated to indicate the magnitude of pre-post training change in MI skills; standardized change scores from post-training to 3 and 6+ months follow-up were calculated to indicate the sustainability of training gains over time. Effect sizes were aggregated using random effects models. Twenty-one papers that reported the effects of MI training on agency staff were included in this review. Across studies, training yielded gains in MI skills (d = 0.76). Studies that did not include feedback and/or coaching reported eroding skills over a 6-month follow-up (d = -0.30), whereas post-workshop feedback/coaching sustained skills (d = 0.03). Effects of post-workshop feedback/coaching were moderated by frequency, duration and length of training. Moreover, studies reporting low levels of attrition from training protocols showed small increases in skills over the 6-month follow-up period (d = 0.12), whereas studies with high attrition showed skill erosion (d = -0.29). On average, three to four feedback/coaching sessions over a 6-month period sustain skills among trainees for motivational interviewing, mainly for substance use disorder treatment. However, high rates of attrition from feedback/coaching contributes to post-workshop skill erosion.

Implementing the LifeSkills Training drug prevention program: factors related to implementation fidelity

BackgroundWidespread replication of effective prevention programs is unlikely to affect the incidence of adolescent delinquency, violent crime, and substance use until the quality of implementation of these programs by community-based organizations can be assured.MethodsThis paper presents the results of a process evaluation employing qualitative and quantitative methods to assess the extent to which 432 schools in 105 sites implemented the LifeSkills Training (LST) drug prevention program with fidelity. Regression analysis was used to examine factors influencing four dimensions of fidelity: adherence, dosage, quality of delivery, and student responsiveness.ResultsAlthough most sites faced common barriers, such as finding room in the school schedule for the program, gaining full support from key participants (i.e., site coordinators, principals, and LST teachers), ensuring teacher participation in training workshops, and classroom management difficulties, most schools involved in the project implemented LST with very high levels of fidelity. Across sites, 86% of program objectives and activities required in the three-year curriculum were delivered to students. Moreover, teachers were observed using all four recommended teaching practices, and 71% of instructors taught all the required LST lessons. Multivariate analyses found that highly rated LST program characteristics and better student behavior were significantly related to a greater proportion of material taught by teachers (adherence). Instructors who rated the LST program characteristics as ideal were more likely to teach all lessons (dosage). Student behavior and use of interactive teaching techniques (quality of delivery) were positively related. No variables were related to student participation (student responsiveness).ConclusionAlthough difficult, high implementation fidelity by community-based organizations can be achieved. This study suggests some important factors that organizations should consider to ensure fidelity, such as selecting programs with features that minimize complexity while maximizing flexibility. Time constraints in the classroom should be considered when choosing a program. Student behavior also influences program delivery, so schools should train teachers in the use of classroom management skills. This project involved comprehensive program monitoring and technical assistance that likely facilitated the identification and resolution of problems and contributed to the overall high quality of implementation. Schools should recognize the importance of training and technical assistance to ensure quality program delivery.

Helping Friends: a peer support program for senior secondary schools

Peer support is used frequently in addressing the health of young people. Helping Friends builds on the existing peer helping networks in schools to improve the availability, accessibility and appropriateness of social and personal support. It increases young people’s knowledge of and access to referral options (in and out of school) and assists in the development of a safe and supportive school environment. Twenty-two schools in North Queensland, Australia participated in the program with many participating on several occasions. An evaluation of the Helping Friends program using the Social Provision Scale (Cutrona & Russell, 1987) was undertaken to determine whether there was an increase in perceived social support as hypothesised. Results revealed small yet significant increases along subscales of the Social Provision Scale. Pre and post measures of helping skills and knowledge of helping topics also revealed a significant increase following students’ participation in training workshops. The results are discussed in terms of the efficacy of peer support programs for addressing the health needs of young people. The findings can be used to guide secondary schools in making decisions on the value of peer support programs and their application in school and out of school settings.