Cranston Kaela D, Grieve Natalie J, Jung Mary E
School of Health and Exercise Sciences, University of British Columbia, Okanagan Campus, 1238 Discovery Ave, Kelowna, British Columbia, V1V 1V7, Canada.
BMC Med Educ. 2024 Dec 18;24(1):1469. doi: 10.1186/s12909-024-06437-4.
E-learning can be an effective and efficient mode of training healthcare practitioners. E-learning training for diabetes prevention program coaches was designed and developed with input from end users. Insight from those who deliver the training and coaches who have taken the training can provide critical feedback for further refinement of the e-learning training. The purpose of this study was to understand diabetes prevention coaches' (i.e., those taking the training) and training delivery staffs' (i.e., those overseeing the training) perspectives of the coach e-learning training. Individuals wishing to become diabetes prevention program coaches were required to complete and pass the e-learning training to become a certified coach.
A pragmatic paradigm guided the methodology for this study. Semi-structured interviews were conducted with a purposive sample of diabetes prevention program coaches (n = 8) and diabetes prevention program training staff (n = 3). Interviews were recorded, transcribed verbatim, and analyzed using template analysis. Themes were separately constructed from coach and staff data.
There were seven high order themes constructed from the coach data: (a) training design, (b) "I didn't know what to expect from the training", (c) technology usability, (d) learning, (e) coaches' backgrounds shaped their training experience, (f) support, and (g) coaches valued the training. Two high order themes were constructed from the staff interviews: (a) streamlining the training delivery, and (b) ensuring coaches meet the diabetes prevention program standard.
This study highlights the importance of exploring perspectives of both those receiving and delivering e-learning training to refine content and processes. Qualitatively evaluating the delivery of e-learning training and modifying the training based on the evaluation results can lead to a more acceptable, efficient, and effective e-learning training. Coaches and staff emphasized the benefits of having high-quality online components, and that the brief training promoted gains in knowledge and improvements in skills. Resultswere used to inform modifications to the coach e-learning training for this diabetes prevention program and can be used to inform other healthcare practitioner e-learning trainings.
电子学习可以成为培训医疗从业者的一种有效且高效的模式。糖尿病预防项目培训师的电子学习培训是在终端用户的参与下设计和开发的。来自培训授课人员以及参加过培训的培训师的见解可以为进一步完善电子学习培训提供关键反馈。本研究的目的是了解糖尿病预防培训师（即参加培训的人员）以及培训授课人员（即监督培训的人员）对培训师电子学习培训的看法。希望成为糖尿病预防项目培训师的个人需要完成并通过电子学习培训才能成为认证培训师。
一种实用主义范式指导了本研究的方法。对糖尿病预防项目培训师（n = 8）和糖尿病预防项目培训人员（n = 3）的目的样本进行了半结构化访谈。访谈进行了录音，逐字转录，并使用模板分析法进行分析。主题分别从培训师和工作人员的数据中构建。
从培训师数据中构建了七个高阶主题：（a）培训设计，（b）“我不知道培训会是什么样子”，（c）技术可用性，（d）学习，（e）培训师的背景塑造了他们的培训体验，（f）支持，以及（g）培训师重视培训。从工作人员访谈中构建了两个高阶主题：（a）简化培训授课，以及（b）确保培训师符合糖尿病预防项目标准。
本研究强调了探索接受和提供电子学习培训的人员的观点以完善内容和流程的重要性。对电子学习培训的授课进行定性评估并根据评估结果修改培训可以带来更可接受、高效和有效的电子学习培训。培训师和工作人员强调了拥有高质量在线组件的好处，并且简短的培训促进了知识的增长和技能的提高。研究结果被用于为该糖尿病预防项目的培训师电子学习培训的修改提供信息，并且可以用于为其他医疗从业者电子学习培训提供信息。
