Huba G J, Panter A T, Melchior L A, Zalumas J, Uldall K K, Henderson R, Henderson H, German V F, Driscoll M, Anderson D, Lalonde B
The Measurement Group, Culver City, California 90230, USA.
AIDS Educ Prev. 2000 Oct;12(5):455-76.
Initial and continuing HIV/AIDS education and training has been a critical way to bring the nation's health providers up to date on emerging developments and approaches. This study reports cross-cutting findings from seven HIV/AIDS education and training projects. Trainers described over 600 training sessions from these projects in terms of their structural characteristics and design elements, while trainees described these sessions on several dimensions related to training quality. Training characteristics were compared to trainee assessments of training quality. Using a decision-tree analytic approach for major training attributes, considerable support emerged for links between training characteristics and perceived quality of the HIV/AIDS training experience. More favorable quality ratings were associated with certain projects, the training setting, the types of trainees served by the training, the intended training impact, discussion of special populations, and training methods involving interactive learning. With increased knowledge regarding how these educational experiences relate to the ways they are perceived and processed, more targeted approaches to training design on HIV/AIDS can be developed.
初始和持续的艾滋病毒/艾滋病教育与培训一直是使该国医疗服务提供者了解最新进展和方法的关键途径。本研究报告了七个艾滋病毒/艾滋病教育与培训项目的交叉研究结果。培训师从结构特征和设计要素方面描述了这些项目中的600多场培训课程，而学员则从与培训质量相关的几个维度描述了这些课程。将培训特征与学员对培训质量的评估进行了比较。使用决策树分析方法对主要培训属性进行分析，结果显示培训特征与艾滋病毒/艾滋病培训体验的感知质量之间存在密切关联。更有利的质量评级与某些项目、培训环境、培训所服务的学员类型、预期的培训影响、对特殊人群的讨论以及涉及互动学习的培训方法有关。随着对这些教育体验与它们被感知和处理方式之间关系的了解不断增加，可以开发出更具针对性的艾滋病毒/艾滋病培训设计方法。
