Seethamraju Rajasri Rao, Stone Kimberly, Shepherd Michael
Neonatal Intensive Care Unit, East Lancashire Hospitals NHS Trust, Burnley, UK.
Paediatrics and Emergency Medicine, Seattle Children's Hospital, University of Washington School of Medicine, Seattle, Washington, USA.
BMJ Simul Technol Enhanc Learn. 2021 Apr 12;7(6):478-486. doi: 10.1136/bmjstel-2020-000829. eCollection 2021.
Simulation instructor training courses are infrequent in low-resource countries. PediSTARS India organisation has been conducting a Training of Trainers (TOT) workshop annually since 2014 and has trained 380 instructors in the last 6 years. The objective of this study is to evaluate this workshop using the basic Kirkpatrick model with a blended evaluation approach.
A qualitative study design was used with purposive sampling from the 2018 workshop cohort. An initial online questionnaire gathered demographic and professional profile of participants. Semistructured interviews with those who consented explored their perceptions about the workshop and their experiences using simulation for training at their workplaces. The analysis was done based on a deductive research approach around the framework of the first three levels of the Kirkpatrick model.
A total of 11 in-depth interviews were conducted. Participants reported long-term retention, translation and positive impact of the knowledge and skills gained at the TOT workshop. The results achieved saturation and underwent respondent validation.
This study provides evidence to support simulation faculty training workshops as an effective educational intervention in promoting simulation-related workplace-based education and training among health practitioners and that follow-up activity may be useful in some cases. This is the first study of its kind in a low-resource setting, and supports similar simulation instructor training in these settings and provides a blueprint for such training. Follow-up studies are required to evaluate the longer term impact of this simulation instructor training.
在资源匮乏的国家，模拟培训师培训课程并不常见。自2014年以来，印度儿科模拟培训与研究协会（PediSTARS）每年都举办培训师培训（TOT）工作坊，在过去6年里已培训了380名培训师。本研究的目的是使用基本的柯克帕特里克模型和混合评估方法对该工作坊进行评估。
采用定性研究设计，从2018年工作坊学员中进行目的抽样。一份初始在线问卷收集了参与者的人口统计学和专业概况。对同意参与的人员进行半结构化访谈，探讨他们对工作坊的看法以及在工作场所使用模拟进行培训的经验。分析是基于围绕柯克帕特里克模型前三个层次框架的演绎研究方法进行的。
共进行了11次深入访谈。参与者报告称，在培训师培训工作坊中获得的知识和技能得到了长期保留、转化并产生了积极影响。研究结果达到饱和并经过了受访者验证。
本研究提供了证据，支持模拟教师培训工作坊作为一种有效的教育干预措施，可促进卫生从业人员基于工作场所的模拟相关教育和培训，并表明在某些情况下后续活动可能会有所帮助。这是在资源匮乏环境中进行的同类研究中的首例，支持在这些环境中开展类似的模拟培训师培训，并为此类培训提供了蓝图。需要进行后续研究来评估这种模拟培训师培训的长期影响。
