Başer Aysel, Tengiz Funda İfakat, Sezer Hale, Ayvat Pınar, Sofuoğlu Zeynep, Çelik Gül, Konakçı Gülbin, Barğı Gülşah, Özdemir Özlem Çınar, Çiftçi Seda, Demir Hatice, Şen Egemen, Şahin Hatice
Faculty of Medicine, Department of Medical Education, Izmir Democracy University, İzmir, Türkiye.
Faculty of Medicine, Department of Medical Education, Izmir Katip Çelebi University, İzmir, Türkiye.
BMC Med Educ. 2025 Aug 29;25(1):1224. doi: 10.1186/s12909-025-07743-1.
Training of Trainers Program that combines both theoretical and practical components and effectively enhance educators’ competencies in interprofessional education are rarely encountered. This study aimed to design and evaluate a Training of Trainers Program in Interprofessional Education intended to enhance participants’ awareness, knowledge, and self-perceived competencies related to the design, implementation, and improvements of interprofessional education practices among healthcare educators.
The study was planned and conducted between June 2023 and March 2024. The two-phase Training of Trainers Program (TTP) was implemented between February 20 and 24, 2024. The first phase consisted of three-day online interactive theoretical training. Two-day face-to-face practical training was the second phase of the TTP which included interactive studies with large groups and practical activities in professional skills rooms with small groups. The practical training was based on various scenarios created by the researchers themselves. Following the TTP, all participants were assessed using a demographic data form, reflection assignment, group assignment, and multiple-choice questions.
The TTP was found to be effective and participants benefited from the TTP. The TTP significantly increased participants’ competencies across all measured dimensions, including roles-responsibilities; team and teamwork; IPE communication; lifelong learner; collaborative leadership; relationships with patients and recognizing their needs; and ethics ( = 0.001). Participants’ responses to the satisfaction questionnaire showed that the program generally provided high satisfaction. High scores were given to areas, such as the enrollment process, training content, effectiveness of the trainers, and overall program satisfaction. Participants also highlighted the program’s comprehensive content, applied teaching strategies, and trainer competencies, while only one participant suggested improving time management.
The TTP provide important improvement in participants’ competencies The TTP, which was developed by blending both online and face-to-face education, is a successful program in both developing interprofessional competences and reaching the goals.
The online version contains supplementary material available at 10.1186/s12909-025-07743-1.
将理论与实践相结合并有效提升教育工作者跨专业教育能力的培训师培训项目很少见。本研究旨在设计并评估一项跨专业教育培训师培训项目，以提高参与者在医疗保健教育工作者中与跨专业教育实践的设计、实施和改进相关的意识、知识和自我认知能力。
该研究于2023年6月至2024年3月进行规划和实施。两阶段培训师培训项目（TTP）于2024年2月20日至24日实施。第一阶段为期三天的在线互动理论培训。为期两天的面对面实践培训是TTP的第二阶段，包括与大组的互动学习和在专业技能室与小组的实践活动。实践培训基于研究人员自己创建的各种场景。TTP结束后，所有参与者都通过人口统计学数据表格、反思作业、小组作业和多项选择题进行评估。
发现TTP是有效的，参与者从TTP中受益。TTP在所有测量维度上显著提高了参与者的能力，包括角色责任；团队与团队合作；跨专业教育沟通；终身学习者；协作领导力；与患者的关系及认识他们的需求；以及伦理（P = 0.001）。参与者对满意度问卷的回答表明该项目总体上提供了高满意度。在招生过程、培训内容、培训师的有效性和整体项目满意度等方面获得高分。参与者还强调了该项目的全面内容、应用的教学策略和培训师能力，而只有一名参与者建议改进时间管理。
TTP在参与者能力方面有重要提升。通过将在线教育和面对面教育相结合而开发的TTP，在培养跨专业能力和实现目标方面都是一个成功的项目。
在线版本包含可在10.1186/s12909-025-07743-1获取的补充材料。
