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Evaluation of a Basic Communication Skills Train-the-Trainer Program in a University Hospital Setting

Yıl 2021, Cilt 20, Sayı 60, 20 - 34, 30.04.2021
https://doi.org/10.25282/ted.722041

Öz

Background: Sustainable basic communication skills programs are important to increase the efficiency of health care personnels in the workplace. The purpose of this article is to present an evaluation of a Basic Communication Skills-Train-the-Trainer Program-BCS-TTP.
Methods: This study was based on a pretest-posttest design. We targeted health care personnels in Ege University Medical Faculty Hospital-EUMFH. Forty-four volunteer health care personnels participated in the BCS-TTP, then applied Basic Communication Skills Course-BCSC to others. At the evaluation of the BCS-TTP was used via modified Kirkpatrick's-4-Level-Model. BCS-TTP participants completed the Session Assessment Form-SAF, Training Program Assessment Survey-TPAS for “Level-1:Reaction”. For “Level-2:Learning”, Pretest-Posttest Form-PPF was applied to BSC-TTP participants. In addition, the presentations prepared by the participants were evaluated and feedback was given. For “Level-3:Behavior”, it was examined in BCSC how the participants applied the knowledge and skills they learned at BCS-TTP. For this, 360 degree evaluation method was applied to BCSC participants. BCSC participants were asked to evaluate new trainers through SAF, TPAS, and the information they gained with PPF was measured. Eight new trainers were interviewed through the In-depth Interview Form.
For “Level-4:Results”, the status of BCS-TTP participants who completed and left the program and the number of hospital staff trained by new trainers were examined.
Results: It was found that BCS-TTP participants were satisfied with the sessions and the program (Level-1). It was observed that there was an increase in the knowledge and educational skills of BCS-TTP participants (Level-2). It was determined that BCSC participants were satisfied with the sessions, training program and trainers, and an increase in their learning levels.
In-depth interviews showed that BCS-TTP was effective on transferring gained knowledge/skills into practice (Level-3). 26 of 44 participants were quitted from the program. 18-BCSC’s were run by 18- BCS-TTP participants; 190-staff had been trained by those new trainers (Level-4).
Conclusions: The modified Kirkpatrick's-4-Level-Model is a workable instrument to evaluate the effectiveness of a BCS-TTP.

Kaynakça

  • Deveugele M. Communication training: skills and beyond. Patient Educ Couns. 2015;98:1287-1291.
  • McGilton KS, Boscart V, Fox M, Sidani S, Rochon E, Sorin-Peters R. A systematic review of the effectiveness of communication interventions for health care providers caring for patients in residential care settings. Worldviews Evid Based Nurs. 2009;6(3):149-159.
  • Somemura H, Sasaki N, Horikoshi M, Shinmei I, Nakamura S, Yamamoto M, Kimura R, Isojima M, et al. Effects of brief communication skills training workshop on improving workers' communication behavior: a randomized controlled trial. J Community Med Health Educ. 2015;5(6):1-7.
  • Sasaki N, Somemura H, Nakamura S, Yamamoto M, Isojima M, Shinmei I, Horikoshi M, Tanaka K. Effects of brief communication skills training for workers based on the principles of cognitive behavioral therapy: a randomized controlled trial. JOEM 2017;59(1):61-66.
  • Pearce J, Mann MK, Jones C, Van Buschbach S, Olff M, Bisson JI. The most effective way of delivering a train-the-trainers program: a systematic review. J Contin Educ Health Prof. 2012;32(3):215-226.
  • Wittenberg E, Ferrell B, Goldsmith J, Ragand SL, Bullerb H. COMFORTTMSM communication for oncology nurses: program overview and preliminary evaluation of a nationwide train-the-trainer course. Patient Educ Couns. 2018;101(3):467-474.
  • Academy of Communication in Healthcare, Communication Skills Training, Available at: http://www.aachonline.org/Portals/36/Communication%20Rx/Training%20Brochure.pdf. Accessed January 14, 2018.
  • Chou CL, Cooley L, Pearlman E, White MK. Enhancing patient experience by training local trainers in fundamental communication skills. Patient Exp J. 2014;1(2):36-45.
  • Hutchinson L. Evaluating and researching the effectiveness of educational interventions. BMJ 1999;318:1267-1269.
  • Kissane DW, Bylund CL, Banerjee SC, Bialer PA, Levin TT, Maloney EK, D’Agostino TA. Communication skills training for oncology professionals. J Clin Oncol 2012;30:1242-1247.
  • Pehrson C, Banerjee SC, Mannaa R, Shena MJ, Hammonds S, Coyle N, Krueger CA, Maloney E, et al. Responding empathically to patients: development, implementation, and evaluation of a communication skills training module for oncology nurses. Patient Educ Couns 2016; 99:610-616.
  • Skills Converged. Chapter 2: What does it take to become a great trainer? In: Skills Converged, ed. Train the Trainer: The Art of Training Delivery (Second Edition). South Carolina: CreateSpace Independent Publishing Platform; 2016: 22.
  • Kulkarni KK, Bhalearo PM, Sarode VS. Communication skills training for medical students: a prospective, observational, single centre study. JCDR 2018;12(6):14-17.
  • Hinds PJ, Patterson M, Pfeffer J. Bothered by abstraction: the effect of expertise on knowledge transfer and subsequent novice performance. J Appl Psychol 2001;86(6):1232-1243.
  • Bachmann C, Abramovitch H, Barbu CG, Cavaco AM, Elorza RD, Haak R, Loureiro E, Ratajska A, et al. A European consensus on learning objectives for a core communication curriculum in health care professions. Patient Educ Couns. 2013;93:18-26.
  • Bess CA, LaHaye C, O’Brien CM. Train-the-trainer project meets organization’s strategic initiative for retention and continuous learning. JNSD 2003;19(3):121-127.
  • Centers for Disease Control and Prevention-CDC. Understanding the Training of Trainers Model. Available at: https://www.cdc.gov/healthyschools/trainingtools.htm. Accessed August 12, 2018.
  • Levy K, Hirsch EE, Aghababian RV, Segall A, Vanderschmidt H. Radiation Accident Preparedness: Report of a Training Program Involving the United States, Eastern Europe, and the Newly Independent States. American Journal of Public Health 1999;89(7):1115-1117.
  • Berkhof M, van Rijssen HJ, Schellart AJM, Anema JR, van der Beek AJ. Effective training strategies for teaching communication skills to physicians: an overview of systematic reviews. Patient Educ Couns. 2011;84:152-162.
  • Sargeant J, Macleod T, Murray A. An interprofessional approach to teaching communication skills. J Contin Educ Health Prof. 2011;31(4):265-267.
  • D’Eon MF, AuYeung D. Follow-up in train-the-trainer continuing medical education events. J Contin Educ Health Prof. 2001;21:33-39.
  • Stiefel F, Barth J, Bensing J, Fallowfield L, Jost L, Razavi D, Kisset A. Communication skills training in oncology: a position paper based on a consensus meeting among European experts in 2009. Ann. Oncol. 2010;21(2):204-207.
  • IHE-The Institute for Healthcare Excellence. Available at: http://healthcareexcellence.org/c-suite-solutions/communication-curriculum/ Accessed August 04, 2018.
  • Hahn EJ, Noland MP, Rayens MK, Christie DM. Efficacy of training and fidelity of implementation of the life skills training program. J Sch Health. 2002;72:282-287.

Bir Üniversite Hastanesi Ortamında Temel İletişim Becerileri Eğitici Eğitimi Programının Değerlendirilmesi

Yıl 2021, Cilt 20, Sayı 60, 20 - 34, 30.04.2021
https://doi.org/10.25282/ted.722041

Öz

Amaç: Çalışma ortamında sağlık hizmeti verenlerin etkinliğini artırmak için sürdürülebilir temel iletişim becerileri programları önemlidir. Bu çalışmanın amacı, Temel İletişim Becerileri-Eğitici Eğitimi Programı (TİB-EEP)’nı değerlendirmektir.
Gereç ve Yöntem: Bu çalışma öntest-sontest tasarımında planlandı ve Ege Üniversitesi Tıp Fakültesi Hastanesi (EÜTFH) sağlık hizmeti çalışanları hedefledi. Kırkdört gönüllü sağlık hizmeti çalışanı TİB-EEP’na katıldı. TİB-EEP’na katılan EÜTFH çalışanları daha sonra diğer hastane çalışanlarına Temel İletişim Becerileri Kursu (TİBK) düzenledi. TİB-EEP’nın değerlendirilmesinde Kirkpatrick'in 4 Düzey Model’i modifiye edilerek kullanıldı. TİB-EEP katılımcıları, “Düzey-1: Tepki” için Oturum Değerlendirme Formu (ODF) ve Eğitim Programı Değerlendirme Formu (EPDF)’nu doldurdu. “Düzey-2: Öğrenme” için TİB-EEP katılımcılarına Öntest-Sontest Formu (ÖSF) uygulandı. Ayrıca, katılımcıların hazırladıkları sunumlar değerlendirildi ve geri bildirim verildi. “Düzey-3: Davranış” için, TİBK'unda, katılımcıların TİB-EEP'nda öğrendikleri bilgi ve becerileri nasıl uyguladıkları incelendi. Bunun için TİBK katılımcılarına 360 derece değerlendirme yöntemi uygulandı. TİBK katılımcılarının yeni eğiticileri ODF, EPDF aracılığı ile değerlendirmeleri istendi ve ÖSF ile kazandiklari bilgi ölçüldü. Sekiz yeni eğitici ile Derinlemesine Görüşme Formu aracılığıyla görüşüldü. “Düzey-4: Sonuçlar” için programı tamamlayan ve programdan ayrılan TİB-EEP katılımcılarının durumu ve yeni eğiticiler tarafından eğitilen hastane çalışanı sayısı incelendi.
Nicel veriler, SPSS ile analiz edildi ve nitel veriler için MAXQDA12 software kullanıldı.
Bulgular: TİB-EEP katılımcılarının, oturumlardan ve programdan memnun kaldıkları saptandı (Düzey-1). TİB-EEP katılımcılarının bilgi düzeylerinde ve eğitici becerilerinde artış olduğu görüldü (Düzey-2). TİBK katılımcılarının oturumlardan, eğitim programından, eğiticilerden memnun kaldıkları, öğrenme düzeylerinde artış olduğu saptandı. Derinlemesine görüşmeler, TİB-EEP’nın kazanılan bilgiyi uygulamada beceriye dönüştürme üzerinde etkili olduğunu gösterdi (Düzey-3). Kırkdört katılımcının 26’sı programdan ayrıldı. TİB-EEP’na katılan 18 kişi tarafından 18 TİBK yapıldı; yeni eğiticiler tarafından 190 hastane çalışanı eğitildi (Düzey-4).
Sonuç: Modifiye edilen Kirkpatrick'in 4 Düzey Model’i, TİB-EEP’nın etkinliğini değerlendirmek için uygulanabilir bir araçtır. 

Kaynakça

  • Deveugele M. Communication training: skills and beyond. Patient Educ Couns. 2015;98:1287-1291.
  • McGilton KS, Boscart V, Fox M, Sidani S, Rochon E, Sorin-Peters R. A systematic review of the effectiveness of communication interventions for health care providers caring for patients in residential care settings. Worldviews Evid Based Nurs. 2009;6(3):149-159.
  • Somemura H, Sasaki N, Horikoshi M, Shinmei I, Nakamura S, Yamamoto M, Kimura R, Isojima M, et al. Effects of brief communication skills training workshop on improving workers' communication behavior: a randomized controlled trial. J Community Med Health Educ. 2015;5(6):1-7.
  • Sasaki N, Somemura H, Nakamura S, Yamamoto M, Isojima M, Shinmei I, Horikoshi M, Tanaka K. Effects of brief communication skills training for workers based on the principles of cognitive behavioral therapy: a randomized controlled trial. JOEM 2017;59(1):61-66.
  • Pearce J, Mann MK, Jones C, Van Buschbach S, Olff M, Bisson JI. The most effective way of delivering a train-the-trainers program: a systematic review. J Contin Educ Health Prof. 2012;32(3):215-226.
  • Wittenberg E, Ferrell B, Goldsmith J, Ragand SL, Bullerb H. COMFORTTMSM communication for oncology nurses: program overview and preliminary evaluation of a nationwide train-the-trainer course. Patient Educ Couns. 2018;101(3):467-474.
  • Academy of Communication in Healthcare, Communication Skills Training, Available at: http://www.aachonline.org/Portals/36/Communication%20Rx/Training%20Brochure.pdf. Accessed January 14, 2018.
  • Chou CL, Cooley L, Pearlman E, White MK. Enhancing patient experience by training local trainers in fundamental communication skills. Patient Exp J. 2014;1(2):36-45.
  • Hutchinson L. Evaluating and researching the effectiveness of educational interventions. BMJ 1999;318:1267-1269.
  • Kissane DW, Bylund CL, Banerjee SC, Bialer PA, Levin TT, Maloney EK, D’Agostino TA. Communication skills training for oncology professionals. J Clin Oncol 2012;30:1242-1247.
  • Pehrson C, Banerjee SC, Mannaa R, Shena MJ, Hammonds S, Coyle N, Krueger CA, Maloney E, et al. Responding empathically to patients: development, implementation, and evaluation of a communication skills training module for oncology nurses. Patient Educ Couns 2016; 99:610-616.
  • Skills Converged. Chapter 2: What does it take to become a great trainer? In: Skills Converged, ed. Train the Trainer: The Art of Training Delivery (Second Edition). South Carolina: CreateSpace Independent Publishing Platform; 2016: 22.
  • Kulkarni KK, Bhalearo PM, Sarode VS. Communication skills training for medical students: a prospective, observational, single centre study. JCDR 2018;12(6):14-17.
  • Hinds PJ, Patterson M, Pfeffer J. Bothered by abstraction: the effect of expertise on knowledge transfer and subsequent novice performance. J Appl Psychol 2001;86(6):1232-1243.
  • Bachmann C, Abramovitch H, Barbu CG, Cavaco AM, Elorza RD, Haak R, Loureiro E, Ratajska A, et al. A European consensus on learning objectives for a core communication curriculum in health care professions. Patient Educ Couns. 2013;93:18-26.
  • Bess CA, LaHaye C, O’Brien CM. Train-the-trainer project meets organization’s strategic initiative for retention and continuous learning. JNSD 2003;19(3):121-127.
  • Centers for Disease Control and Prevention-CDC. Understanding the Training of Trainers Model. Available at: https://www.cdc.gov/healthyschools/trainingtools.htm. Accessed August 12, 2018.
  • Levy K, Hirsch EE, Aghababian RV, Segall A, Vanderschmidt H. Radiation Accident Preparedness: Report of a Training Program Involving the United States, Eastern Europe, and the Newly Independent States. American Journal of Public Health 1999;89(7):1115-1117.
  • Berkhof M, van Rijssen HJ, Schellart AJM, Anema JR, van der Beek AJ. Effective training strategies for teaching communication skills to physicians: an overview of systematic reviews. Patient Educ Couns. 2011;84:152-162.
  • Sargeant J, Macleod T, Murray A. An interprofessional approach to teaching communication skills. J Contin Educ Health Prof. 2011;31(4):265-267.
  • D’Eon MF, AuYeung D. Follow-up in train-the-trainer continuing medical education events. J Contin Educ Health Prof. 2001;21:33-39.
  • Stiefel F, Barth J, Bensing J, Fallowfield L, Jost L, Razavi D, Kisset A. Communication skills training in oncology: a position paper based on a consensus meeting among European experts in 2009. Ann. Oncol. 2010;21(2):204-207.
  • IHE-The Institute for Healthcare Excellence. Available at: http://healthcareexcellence.org/c-suite-solutions/communication-curriculum/ Accessed August 04, 2018.
  • Hahn EJ, Noland MP, Rayens MK, Christie DM. Efficacy of training and fidelity of implementation of the life skills training program. J Sch Health. 2002;72:282-287.

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Bilimleri ve Hizmetleri
Bölüm Orjinal Araştırma
Yazarlar

Özlem Sürel KARABİLGİN ÖZTÜRKÇÜ> (Sorumlu Yazar)
EGE UNIVERSITY, FACULTY OF MEDICINE
0000-0002-3271-0432
Türkiye


Özen ÖNEN Bu kişi benim
EGE FACULTY OF MEDICINE
0000-0001-5398-3141
Türkiye


Hadi SAĞIN Bu kişi benim
Dr. Berna Gökengin Psychodrama Organization Counselling
0000-0002-1170-3815
Türkiye


Okan GÜLBAHAR>
EGE FACULTY OF MEDICINE
0000-0002-5341-9070
Türkiye


Meltem ÇİÇEKLİOĞLU>
EGE FACULTY OF MEDICINE
0000-0002-7059-7573
Türkiye

Destekleyen Kurum Ege Üniversitesi
Proje Numarası 2015-TIP-073
Yayımlanma Tarihi 30 Nisan 2021
Başvuru Tarihi 17 Nisan 2020
Kabul Tarihi 30 Kasım 2020
Yayınlandığı Sayı Yıl 2021, Cilt 20, Sayı 60

Kaynak Göster

Vancouver Karabilgin Öztürkçü Ö. S. , Önen Ö. , Sağın H. , Gülbahar O. , Çiçeklioğlu M. Evaluation of a Basic Communication Skills Train-the-Trainer Program in a University Hospital Setting. Tıp Eğitimi Dünyası. 2021; 20(60): 20-34.