Macdonald Colla J, Archibald Douglas, Baltz Jay M, Kidder Gerald M
Faculty of Education, University of Ottawa, Ottawa, On, Canada.
Adv Med Educ Pract. 2013 Oct 10;4:201-16. doi: 10.2147/AMEP.S46762. eCollection 2013.
A training program in Reproduction, Early Development, and the Impact on Health (REDIH) was initiated in 2009 by researchers specializing in biomedical, clinical, population health, and ethics research from seven collaborating universities in Quebec and Ontario, and Health Canada. This paper reports the findings from the first three years of the 6-year program.
The objective of the REDIH program is to provide increased opportunities for excellent training in reproduction and early development for graduate students and fellows, in order to build research, clinical, regulatory, decision-making, and industry capacity in Canada.
A mixed methods approach was used to evaluate the REDIH training program, so as to combine the strengths of both qualitative and quantitative studies. A total of four focus groups (two with mentors and two with trainees) were run during the June 2012 REDIH meeting. Surveys were administered directly after each training module. The W(e)Learn framework was used as a guide to design and evaluate the program and answer the research questions.
The data from the analysis of the focus group interviews, in corroboration with the survey data, suggested trainees enjoyed and benefited from the REDIH experience. Trainees provided several examples of new knowledge and skills they had acquired from REDIH sessions, regarding reproductive and early developmental biology, and health. A few trainees who had been in the program for over a year provided examples of knowledge and skills acquired during the REDIH session that they were using in their place of work. Next steps will include following up on REDIH graduates to see if the program has had any impact on trainees' employment opportunities and career development.
Trainees and mentors concluded that the curricular design, which focuses on modules in 2-day learning sessions over a 6-year period, with opportunities for application in the workplace, enabled the sessions to be tailored to the outcomes of the formative evaluation. By sharing our experiences with REDIH, we hope that others can benefit from this unique emerging design, which focuses on the flexibility and receptivity of the mentors, and results in a program that lends itself to curriculum modification and tailoring as learners' needs are solicited and addressed.
2009年，来自魁北克省和安大略省七所合作大学以及加拿大卫生部的生物医学、临床、人口健康和伦理学研究领域的研究人员发起了一项生殖、早期发育及其对健康的影响（REDIH）培训项目。本文报告了这个为期6年项目前三年的研究结果。
REDIH项目的目标是为研究生和研究员提供更多在生殖和早期发育方面接受卓越培训的机会，以增强加拿大在研究、临床、监管、决策和行业方面的能力。
采用混合方法评估REDIH培训项目，以便结合定性研究和定量研究的优势。在2012年6月的REDIH会议期间共进行了四个焦点小组讨论（两个针对导师，两个针对学员）。每个培训模块结束后立即进行问卷调查。W(e)Learn框架被用作设计和评估该项目以及回答研究问题的指南。
焦点小组访谈分析的数据，与调查数据相互印证，表明学员们喜欢REDIH经历并从中受益。学员们列举了他们从REDIH课程中学到的关于生殖和早期发育生物学以及健康方面的新知识和技能的几个例子。一些参加该项目一年以上的学员举例说明了他们在工作中运用从REDIH课程中学到的知识和技能的情况。后续步骤将包括对REDIH毕业生进行跟进，以了解该项目是否对学员的就业机会和职业发展产生了任何影响。
学员和导师得出结论，课程设计聚焦于为期6年、为期2天的学习课程模块，并提供在工作场所应用的机会，使得课程能够根据形成性评估的结果进行调整。通过分享我们在REDIH方面的经验，我们希望其他人能够从这种独特的新兴设计中受益，这种设计注重导师的灵活性和接受能力，并产生一个随着学习者需求的提出和解决而便于进行课程修改和调整的项目。
