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Journal articles on the topic 'Trainees'
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Baldo, Mohamed H. "Augmenting hospital support of maternal and child health care, Saudi Arabia." Eastern Mediterranean Health Journal 4, no. 1 (January 15, 1998): 11–20. http://dx.doi.org/10.26719/1998.4.1.11.
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This paper describes the Saudi maternal and child health training programme [1988-1997] to augment hospital support of health centres. Maternal and child health trainer/trainee manuals were prepared, then implemented through 4-day trainers workshops and 2week trainee courses. Mid-term evaluation and follow-up demonstrated reasonable coverage and quality of training. Improved integration of care was reflected by a trainers attitude questionnaire and a trainees interview/observation questionnaire. To date, 589 trainers have been trained, three-quarters of them from hospitals. They in turn have trained about 7658 trainees, 93% of target. The programme is ongoing with continuous updating of content
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Bonnie, Linda H. A., Mechteld R. M. Visser, Anneke W. M. Kramer, and Nynke van Dijk. "Insight in the development of the mutual trust relationship between trainers and trainees in a workplace-based postgraduate medical training programme: a focus group study among trainers and trainees of the Dutch general practice training programme." BMJ Open 10, no. 4 (April 2020): e036593. http://dx.doi.org/10.1136/bmjopen-2019-036593.
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ObjectivesTrust plays an important role in workplace-based postgraduate medical education programmes. Trainers must trust their trainees for granting them greater independence. Trainees must trust their trainer for a safe learning environment. As trainers’ and trainees’ trust in each other plays an important role in trainee learning and development, the authors aimed to explore the development of the mutual trust relationship between trainers and trainees.SettingThis study was performed in a general practice training department in the Netherlands.ParticipantsAll trainers and trainees of the general practice training department were invited to participate. Fifteen trainers and 34 trainees, voluntarily participated in focus group discussions.Outcome measuresThe authors aimed to gain insight in the factors involved in the development of the mutual trust relationship between trainers and trainees, in order to be able to create a model for the development of a mutual trust relationship between trainers and trainees. The risk-based view of trust was adopted as leading conceptual framework.ResultsIn the first stage of trust development, trainers and trainees develop basic trust in each other. Basic trust forms the foundation of the trust relationship. In the second stage, trainers develop trust in trainees taking into account trainees’ working and learning performance, and the context in which the work is performed. Trainees trust their trainer based on the trainer’savailability and accessibility and the personal relationship between the trainee and their trainer. Trainee self-confidence modifies the development of a trust relationship.ConclusionThe development of a mutual trust relationship between trainers and trainees is a complex process that involves various stages, goals, factors and interactive aspects. As the mutual trust relationship influences the learning environment for trainees, greater emphasis on the mutual trust relationship may improve learning outcomes. Further research may explore the effect of long-term and short-term educational relationships on the trust relationship between trainers and trainees.
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Aryal, Kamal Raj, Chelise Currow, Sarah Downey, Raaj Praseedom, and Alexander Seager. "Work-Based Assessments in Higher General Surgical Training Program: A Mixed Methods Study Exploring Trainers' and Trainees' Views and Experiences." Surgery Journal 06, no. 01 (January 2020): e49-e61. http://dx.doi.org/10.1055/s-0040-1708062.
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Abstract Introduction In the United Kingdom, work-based assessments (WBAs) including procedure-based assessments (PBAs), case-based discussions (CBDs), clinical evaluation exercises (CEXs), and direct observation of procedural skills (DOPS) have been used in Higher General Surgical Training Program (HGSTP) since the introduction of Modernising Medical Careers. Although the Intercollegiate Surgical Curriculum Project states that they should be used for the formative development of trainees using feedback and reflection, there is no study to look at the perception of their usefulness and barriers in using them, particularly in HGSTP. The aim of this study is to investigate trainer's and trainee's perception of their usefulness, barriers in using them, and way forward for their improvement in HGSTP. Methods This was a mixed method study. In phase I, after ethics committee approval, an online survey was sent to 83 trainers and 104 trainees, with a response rate of 33 and 37%, respectively, using Online Surveys (formerly Bristol Online Survey) from July 2018 to December 2018. After analysis of this result, in phase II, semistructured interviews were conducted with five trainees and five trainers who had volunteered to take part from phase I. Thematic analysis was performed to develop overarching themes. Results For professional formative development, 15% of the trainers and 53% of the trainees felt that WBAs had a low value. Among 4 WBAs—CEX, CBD, PBA, and DOPS—PBA was thought to be the most useful WBA by 52% trainers and 74% trainees.More trainers than trainees felt that it was being used as a formative tool (33 vs. 16%). The total number of WBAs thought to be required was between 20 and 40 per year, with 46% of the trainers and 53% of the trainees preferring these numbers.The thematic analysis generated four themes with subthemes in each: theme 1, “factors affecting usefulness,” including the mode of validation, trainer/trainee engagement, and time spent in validating; theme 2, “doubt on utility” due to doubt on validity and being used as a tick-box exercise; theme 3, “pitfalls/difficulties” due to lack of time to validate, late validation, e-mail rather than face-to-face validation, trainer and trainee behavior, variability in feedback given, and emphasis on number than quality; and theme 4, “improvement strategies.” Conclusions The WBAs are not being used in a way they are supposed to be used. The perception of educational impact (Kirkpatrick levels 1 and 2) by trainers was more optimistic than by trainees. Improvements can be made by giving/finding more time, trainer training, more face-to-face validation, and better trainer trainee interactions.
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Skjold-Odegaard, Benedicte, Hege Langli Ersdal, Jörg Assmus, Bjorn Steinar Olden Nedrebo, Ole Sjo, and Kjetil Soreide. "Development and clinical implementation of a structured, simulation-based training programme in laparoscopic appendectomy: description, validation and evaluation." BMJ Simulation and Technology Enhanced Learning 7, no. 6 (June 2, 2021): 517–23. http://dx.doi.org/10.1136/bmjstel-2020-000728.
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BackgroundLaparoscopic appendectomy is a common procedure in general surgery but is likely underused in structured and real-life teaching. This study describes the development, validation and evaluation of implementing a structured training programme for laparoscopic appendectomy.Study designA structured curriculum and simulation-based programme for trainees and trainers was developed. All general surgery trainees and trainers were involved in laparoscopic appendectomies. All trainees and trainers underwent the structured preprocedure training programme before real-life surgery evaluation. A standardised form evaluated eight technical steps (skills) of the procedure as well as an overall assessment, and nine elements of communication (feedback), and was used for bilateral evaluation by each trainee and trainer. A consecutive, observational cohort over a 12-month period was used to gauge real-life implementation.ResultsDuring 277 eligible real-life appendectomies, structured evaluation was performed in 173 (62%) laparoscopic appendectomies, for which 165 forms were completed by 19 trainees. Construct validity was found satisfactory. Inter-rater reliability demonstrated good correlation between trainee and trainer. The trainees’ and trainers’ stepwise and overall assessments of technical skills had an overall good reliability (intraclass correlation coefficient of 0.88). The vast majority (92.2%) of the trainees either agreed or strongly agreed that the training met their expectations.ConclusionStructured training for general surgery residents can be implemented for laparoscopic appendectomy. Skills assessment by trainees and trainers indicated reliable self-assessment. Overall, the trainees were satisfied with the training, including the feedback from the trainers.
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Mauthe, Peter W. "Mentoring and Dental Foundation Training." Primary Dental Care os19, no. 2 (April 2012): 69–76. http://dx.doi.org/10.1308/135576112800185250.
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This paper is based on an assignment written as part of the work required for the Faculty of General Dental Practice (UK)'s Certificate in Mentoring in Dentistry. Its author is currently a trainer for the first year of foundation training in a general dental practice in Kent. The paper commences by defining mentoring. It explores the relationship between postgraduate trainers and trainees and goes on to explain how it is the trainer's role to help trainees to use their strengths to overcome weaknesses. It details the person-centred approach, mentoring theories, helping models, the application of Kolb's learning cycle, the Inner Game theory, and the GROW model. It explores the role of foundation dental trainers as mentors to aid their trainee's ability to use reflective learning, and goes on to consider the implications of the changes that may result in the relationship between trainers and trainees as a consequence of the introduction of national recruitment. Finally, the author reflects on his experiences as a foundation dental trainer.
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Viney, Rowena, Antonia Rich, Sarah Needleman, Ann Griffin, and Katherine Woolf. "The validity of the Annual Review of Competence Progression: a qualitative interview study of the perceptions of junior doctors and their trainers." Journal of the Royal Society of Medicine 110, no. 3 (January 24, 2017): 110–17. http://dx.doi.org/10.1177/0141076817690713.
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Objective To investigate trainee doctors’ and trainers’ perceptions of the validity of the Annual Review of Competence Progression (ARCP) using Messick’s conceptualisation of construct validity. Design Qualitative semi-structured focus groups and interviews with trainees and trainers. Setting Postgraduate medical training in London, Kent Surrey and Sussex, Yorkshire and Humber, and Wales in November/December 2015. Part of a larger study about the fairness of postgraduate medical training. Participants Ninety-six trainees and 41 trainers, comprising UK and international medical graduates from Foundation, General Practice, Medicine, Obstetrics and Gynaecology, Psychiatry, Radiology, and Surgery, at all levels of training. Main outcome measures Trainee and trainer perceptions of the validity of the ARCP as an assessment tool. Results Participants recognised the need for assessment, but were generally dissatisfied with ARCPs, especially UK graduate trainees. Participants criticised the perceived tick-box nature of ARCPs as measuring clerical rather than clinical ability, and which they found detrimental to learning. Trainees described being able to populate their e-portfolios with just positive feedback; they also experienced difficulty getting assessments signed off by supervisors. ARCPs were perceived as poor at identifying struggling trainees and/or as discouraging excellence by focussing on minimal competency. Positive experiences of ARCPs arose when trainees could discuss their progress with interested supervisors. Conclusions Trainee and trainer criticisms of ARCPs can be conceptualised as evidence that ARCPs lack validity as an assessment tool. Ongoing reforms to workplace-based assessments could address negative perceptions of the ‘tick-box’ elements, encourage constructive input from seniors and allow trainees to demonstrate excellence as well as minimal competency, while keeping patients safe.
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Li, Ning, Maranda Y. T. Sze, and Wei Lan. "From trainees to trainers." Psychoanalysis and Psychotherapy in China 5, no. 1 (June 20, 2022): 131–35. http://dx.doi.org/10.33212/ppc.v5n1.2022.131.
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Having benefitted from the psychodynamic psychotherapy training programmes offered in English by the China American Psychoanalytic Alliance, the authors have established local training programmes in Chinese to help those who have the potential and commitment to pursue the path of learning psychodynamic psychotherapy. They describe and reflect on the process of this attempt, with the goal of sharing their experience with colleagues who are interested in psychodynamic psychotherapy training in China.
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Ghani, Fazal. "Trainers-Trainees Relationship in Postgraduate Education – Understanding its Intricacy." Journal of the Pakistan Dental Association 29, no. 02 (April 26, 2020): 49–51. http://dx.doi.org/10.25301/jpda.292.00.
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Brad Harris, T., Wonjoon Chung, Christina L. Frye, and Dan S. Chiaburu. "Satisfaction guaranteed? Enhanced impact of trainer competence for autonomous trainees." Industrial and Commercial Training 46, no. 5 (July 1, 2014): 270–77. http://dx.doi.org/10.1108/ict-12-2013-0084.
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Purpose – The purpose of this paper is to investigate the interplay between perceptions of instructor competence and trainees’ motivational orientations (autonomy orientation) as predictor of trainee satisfaction. Design/methodology/approach – Simulating a realistic training initiative, the paper examines survey responses from a sample (n=132) of students enrolled in an introductory business course at a large US university. Findings – Perceptions of instructor competence predict course satisfaction over and above trainees’ motivational orientations. Further, trainee satisfaction is an interactive function of both instructor competence and trainee orientations, with instructor competence being more important for trainees with high autonomy. Research limitations/implications – The results of the present study should be considered in the light of the limitations, including limited generalizability, an exclusive focus on trainee satisfaction as outcome, and a test of only one moderator. Practical implications – This study confirms the need for instructors to be knowledgeable, organized and prepared, and to establish rapport with their trainees in order to promote high levels of satisfaction with the instruction – even for trainees who are often assumed to naturally thrive in training (i.e. those high in autonomy). Social implications – If extended to other contexts and settings, the results point out toward the need to consider multiple venues, including both trainer and trainee-based factors to increase trainees’ course or program satisfaction. In a broader sense, aptitude-treatment (Cronbach, 1957) remains a valid perspective and needs to receive renewed attention. Originality/value – The current literature suggests that positive course reactions (e.g. high trainee satisfaction) can enhance learning, learning transfer, and ultimately application of acquired knowledge and skill. This study provides support for the notion that trainee satisfaction is a function of both instructor competence and trainees’ motivational orientations. Training professionals can enhance training outcomes by emphasizing trainer and trainee factors when designing initiatives. Related, trainee motivational orientations should not be viewed as a substitute for highly competent trainers.
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Karlsson, Therese Rebecca, Muhammad Shakeel, Imran Khan, Shwan Mohamad, Kim Wong Ah-See, and Bhaskar Ram. "Functional septorhinoplasty: Trainees versus trainers." International Journal of Surgery 9, no. 7 (2011): 560. http://dx.doi.org/10.1016/j.ijsu.2011.07.320.
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Duncan, Adam. "Honesty between trainers and trainees." Clinical Psychology Forum 1, no. 178 (October 2007): 5.2–6. http://dx.doi.org/10.53841/bpscpf.2007.1.178.5a.
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Straková, Zuzana. "A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students." Journal of Language and Cultural Education 4, no. 3 (September 1, 2016): 71–85. http://dx.doi.org/10.1515/jolace-2016-0026.
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Abstract Trainees in teacher training programmes experience a variety of courses focusing on helping them to master the basic skills as future language teachers. The most important issue in the entire training is the appropriate balance between the input they receive from the trainer and the hands-on experience in which they learn through experience. One of the best hands-on activities during teacher training is indisputably teaching practice, i.e. real experience of trainees in the school context. Teaching practice offers to trainees first experience with teaching English lessons with holding responsibility for planning, carrying out the lessons as well as learning from this experience, maintaining a good rapport with students and many other aspects. Since trainees work in the external setting without the presence of their Methodology course trainers, it is often a custom to ask trainees to keep a portfolio with lesson plans or material they used during teaching as well as some reflections on the first teaching experience, so that the trainers could create a picture of how their trainees succeeded “out there”. Such a portfolio serves as a useful tool not only for the trainee since the portfolio offers a record of how they managed to carry out specific duty at a specific time; portfolio of this type can provide the trainer with a plastic picture of how trainee managed to apply what they had learned in their Methodology courses. There are many elements which can be included in the teaching practice portfolio such as lesson plans, reflections, various case studies, textbook evaluations, sample teaching aids prepared by the trainee, etc. However, the biggest benefit that portfolio provides the trainee with is the reflection itself – thinking about how successfully something has been mastered and thinking about how things could be done better. EPOSTL (European Portfolio for Student Teachers of Languages) where trainees focus on self-evaluation of their own teaching skills is one of the tools that can help to focus the trainee on specific skill the teacher needs to master. This article tries to answer the question whether trainees are aware of the beneficial effects of such reflection, whether they perceive a tool like the EPOSTL as something that can help them to develop or they consider it rather a duty to be carried out as a part of training. Based on the experience with a group of trainees who used EPOSTL during their teaching practice this case study analyses possible strengths and weaknesses of including such a complex material as EPOSTL in pre-service teacher training.
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Mathis, Robin Smith. "Communicating influence: positioning the trainer as an organizational leader." Journal of Workplace Learning 32, no. 8 (October 26, 2020): 549–68. http://dx.doi.org/10.1108/jwl-05-2020-0096.
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Purpose This study aims to examine participants’ perspectives in organization-sponsored training and provides support for further research positioning the trainer as an organizational leader. Design/methodology/approach The interactions described in the trainees’ experiences were examined through a social constructivist lens. Interviews were conducted to collect data. Narratives were analyzed to reach interpretation. Findings Interview results identified four themes, namely, relevance and applicability of training received, the formation of attitudes and preferences among the trainee participants, immediacy in the use of the training received and relational and organizational influence that furthers leader-member exchange in the workplace. Research limitations/implications This study examined participants’ perspectives in workplace training and provides support for further research: examining communication’s role in workplace learning; exploring the training process; and positioning the trainer as an organizational leader. Practical implications This study provides empirical data to support changes in instructional communication models and exploring the process of training. Trainers’ relational building with trainees could impact many outcomes in their training efforts that are detailed in this study. Originality/value This study uses a collection of methods to address the trainees’ experience in formal workplace learning. It demonstrates the power of trainers to influence what the trainees think of training content, format and relational learning.
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Cornwall, Peter L., and Ali Doubtfire. "The use of the Royal College of Psychiatrists' trainee's log book: a cross-sectional survey of trainees and trainers." Psychiatric Bulletin 25, no. 6 (June 2001): 234–36. http://dx.doi.org/10.1192/pb.25.6.234.
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Aims and MethodThe use of the Royal College of Psychiatrists' trainee's log book was evaluated by a cross-sectional survey of psychiatric trainees and their consultant trainers.ResultsOne-quarter of trainees had not received a log book. There was a lack of mutual commitment to using the log book, with fewer than 45% of trainees believing their trainers were committed to its use. There had been little use of the log book beyond the setting of educational objectives. However, concern that trainees would be against using the log book for formative assessment was not observed.Clinical ImplicationsMore work needs to be done by the College to promote the use of the log book to both trainees and trainers.
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Simpson, J. Alastair D., and Brian J. Rowlands. "Trainees and Trainers: rights and duties." Surgery (Oxford) 26, no. 10 (October 2008): 417–18. http://dx.doi.org/10.1016/j.mpsur.2008.09.001.
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Richardson, Helen C. "Educational feedback for trainers and trainees." BMJ 330, no. 7505 (June 18, 2005): s250.2—s250. http://dx.doi.org/10.1136/bmj.330.7505.s250-a.
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COX, ROY, and SEPPO KONTIAINEN. "Comparison of attitudes of trained trainers, untrained trainers, and trainees to teaching in general practice." Medical Education 8, no. 2 (January 29, 2009): 103–10. http://dx.doi.org/10.1111/j.1365-2923.1974.tb02048.x.
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Cormac, Irene, and Geoffrey Marston. "Collegiate Trainees' Committee: guidance for trainees having interpersonal problems with their educational supervisor." Psychiatric Bulletin 23, no. 1 (January 1999): 43–45. http://dx.doi.org/10.1192/pb.23.1.43.
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In many psychiatric rotations, trainee psychiatrists usually move every six months between educational supervisors (consultant trainer). These moves may entail geographical relocation and nearly always involve an emotional relocation for the trainee. Trainees need to acclimatise quite rapidly to different methods of working, training style and expectations from each individual trainer.
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Sembhi, Sati, and Gill Livingston. "What trainees and trainers think about supervision." Psychiatric Bulletin 24, no. 10 (October 2000): 376–79. http://dx.doi.org/10.1192/pb.24.10.376.
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Aims and MethodA confidential questionnaire was mailed to all trainers and trainees on the UCL/North London rotation (n=127), asking about the content and ways of improving supervision.ResultsSeventy-six per cent of trainees received regular, timetabled supervision. Ninety-four per cent of trainees felt it was a good idea, but identified improvements, including more planning, setting an agenda and flexibility. There were differences between reports from trainers and trainees regarding the content of supervision. Respondents' comments are included.Clinical ImplicationsAlthough supervision is popular and widely practised, this survey suggests that it is still not universally practised despite College stipulations. The content of supervision could be broadened to include more non-clinical matters such as teaching and careers guidance.
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MacDonald, Joanna, and Julia Cole. "Trainee to trained: helping senior psychiatric trainees make the transition to consultant." Medical Education 38, no. 4 (April 2004): 340–48. http://dx.doi.org/10.1046/j.1365-2923.2004.01790.x.
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Way, Catherine. "Developing Manageable Individualised Formative Assessment of Translator Trainees Through Rubrics." Research in Language 19, no. 2 (June 30, 2021): 135–54. http://dx.doi.org/10.18778/1731-7533.19.2.03.
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For some time now I have implemented a manageable combined assessment approach emphasising competence and decision-making (Way 2008, 2009). To do this, we must be able to monitor trainees’ planning, monitoring, regulating, evaluating, recognition of flawed and successful processes and task variables during their assignments. The question is: How can translator trainers assess such a vast range of complex processes? One possible solution is through rubrics for each trainee project management role and for the final translation. In this proposal we attempt to counterbalance the multiple demands of trainee assessment, whilst also addressing the time constraints on trainers and the opinions of trainees. In our paper we will present the rationale for the rubrics (after the pilot trial February-June 2020), one rubric example, an example of the Support Sheets for trainees and the outline for a platform which, once constructed, will only require periodical updating by trainers.
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Bache, John, Jeremy Brown, and David Graham. "In-Training Assessment for Specialist Registrars: Views of Trainees and Trainers in the Mersey Deanery." Journal of the Royal Society of Medicine 95, no. 12 (December 2002): 612–13. http://dx.doi.org/10.1177/014107680209501210.
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Annual review of specialist registrars and production of a record of in-training assessment (RITA) is a mandatory component of training that has attracted criticism. Mersey Deanery has established a system of review that includes wider evaluation of the trainee's needs and of training requirements. We conducted a survey to ascertain whether this broadened review process was thought beneficial. In one year 1093 questionnaires were distributed to trainees and trainers. 605 (81%) of 744 trainees and 309 (89%) of 349 trainers responded. At least 89% of both groups said that the procedure had been effective in reviewing the previous year and the most recent post and in identifying training requirements. More than 90% rated the overall process positively. Trainees particularly appreciated the advice on future training, on careers and on research. This form of review is expensive in consultant time but was valued by both trainees and trainers.
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Lough, J. R. M., J. McKay, and T. S. Murray. "Audit: trainers' and trainees' attitudes and experiences." Medical Education 29, no. 1 (January 1995): 85–90. http://dx.doi.org/10.1111/j.1365-2923.1995.tb02807.x.
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Stanard, Terry, Rebecca M. Pliske, Amelia A. Armstrong, Stacey Green, Caroline E. Zsambok, Daniel P. McDonald, and Beth W. Crandall. "Collaborative Development of Expertise: Evaluation of an on-the-JOB (OJT) Training Program." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 25 (September 2002): 2007–11. http://dx.doi.org/10.1177/154193120204602502.
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The Collaborative Development of Expertise (CDE) program was created to support transfer of knowledge and skill from experienced personnel to trainees in on-the-job settings. Thirty-six active-duty Naval Air Defense Coordinators (ADCs) were recruited from Combat Information Centers on board AEGIS-class cruisers. The experimental group received a workshop, practice, and coaching in the CDE program. The control group did not learn CDE during the evaluation, relying upon current Naval training practices. Measures were developed to evaluate how CDE impacted mission debriefs between a trainer and trainee, and trainee on-the-job performance. Analysis of mission debriefs showed that CDE trainers and trainees discussed more of the cognitive challenges associated with the ADC position, and used more expert training and learning strategies than did control group participants. Expert ADCs, blind to experimental condition, rated CDE trainee performance as higher than the control group. Limitations of the study and future development objectives for CDE are offered.
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Kingsbury, Stephen, and Mark Allsopp. "Direct consultant supervision of higher trainees in child and adolescent psychiatry." Psychiatric Bulletin 18, no. 4 (April 1994): 225–29. http://dx.doi.org/10.1192/pb.18.4.225.
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Higher trainees in child and adolescent psychiatry and their consultant trainers reported high levels of compliance with existing JCHPT guidelines on the structure of direct supervision. There was a consensus about the ideal content of supervision sessions but disparity about whether this is achieved in practice and over issues of responsibility for raising certain topic areas. These findings are discussed and some questions to be addressed by trainee and trainer at the outset of the supervision process are suggested.
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Zhao, Bin, Jürgen Seifried, and Jost Sieweke. "Trainers’ responses to errors matter in trainees’ learning from errors: evidence from two studies." Journal of Managerial Psychology 33, no. 3 (April 9, 2018): 279–96. http://dx.doi.org/10.1108/jmp-10-2017-0364.
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Purpose Learning from errors is important for employees, particularly at early stages of their career. The purpose of this paper is to examine the influence of perceived trainer responses to errors on trainee learning from errors in a workplace setting. In Study 1, the authors test a model that examines the associations between perceived trainer responses to errors and trainee learning from errors, which are mediated by affective-motivational adaptivity. In Study 2, the authors further hypothesize that the link between perceived trainer responses and affective-motivational adaptivity is moderated by perceived error climate. Design/methodology/approach The authors test the hypotheses using data from 213 Swiss apprentices (Study 1) and 1,012 German apprentices (Study 2) receiving dual vocational training. Findings Study 1 suggests that negative trainer reaction impedes trainee learning from errors by impairing trainees’ affective-motivational adaptability. Trainer tolerance of errors and trainer support following errors were not related to trainee learning from errors. Study 2 indicates that perceived error climate is an important boundary condition that affects the relationship between trainer responses and trainee learning from errors. Originality/value This study contributes to research on learning from errors in three ways. First, it enriches the understanding regarding the role of trainers in enhancing learning from errors in organizations. Second, it extends research on learning from errors by investigating the interaction effects between perceived trainer responses and error climate. Third, it refines knowledge about the role of positive affect in learning from errors. Findings of this study also offer practical insights to trainers and managers regarding what they should do to encourage trainee learning from errors.
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Ho, Hilda, and Pauline McConville. "Who's happy with supervision?" Psychiatric Bulletin 28, no. 3 (March 2004): 87–90. http://dx.doi.org/10.1192/pb.28.3.87.
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Aims and MethodAll psychiatry trainees and supervisors on the Southeast Scotland scheme were invited to complete a questionnaire about the regularity, responsibility, structure, content and value of supervision.ResultsSignificantly more supervisors (87%) than trainees (69%) reported regular supervision. Some trainees still find it difficult to obtain regular supervision. Although it is seen as a joint responsibility, there is uncertainty about the role and responsibility of each trainee and supervisor. Most trainees and supervisors feel that supervision is useful, but supervisors are likely to rate their quality of supervision better than their trainees. Guidelines for the structure, content and boundaries of supervision might be useful. Supervision is viewed as useful for discussing clinical management, including the trainee's own case-load.Clinical ImplicationsTraining in the use of supervision should be available to all trainees and supervisors. Regular supervision should be a priority, and it is a joint responsibility to ensure that it happens. There should be greater accountability to the College and Trusts. Discussion of the trainee's clinical case-load during supervision is a necessary part of training and the supervision process.
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Kirby, Jane, Bruno Rushforth, Catie Nagel, and David Pearson. "Should GP specialty trainees teach? Contrasting views from GP specialty trainees and their trainers." Education for Primary Care 25, no. 2 (January 2014): 96–102. http://dx.doi.org/10.1080/14739879.2014.11494254.
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Boškoski, Ivo, George Webster, Andrea Tringali, Pietro Familiari, Vincenzo Perri, and Guido Costamagna. "Blind-eye cannulation as a new method for ERCP training: Can we do more than merely teach?" Endoscopy International Open 08, no. 02 (January 22, 2020): E186—E188. http://dx.doi.org/10.1055/a-1066-8880.
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Abstract Background and study aims Endoscopic retrograde cholangiopancreatography (ERCP) requires extensive hands-on training. Currently in ERCP training there are two very important problems that need attention: lack of standardized commands for communication, and misunderstanding between the trainee and the trainer. Methods A method of “blind-eye” cannulation was developed with two paired trainees using the Boškoski-Costamagna ERCP Trainer. The trainee who was holding the duodenoscope was blind-folded and the other trainee gave instructions on what maneuvers were necessary to achieve cannulation, under the supervision of a trainer. Before starting cannulation, a standard list of commands was agreed by the operators. Results The blind-eye method of cannulation teaches the operator trainee to listen and the assistant trainee to teach. Trainees use standardized commands. During the training session the two trainees swapped roles. Conclusions Currently, we do not have proof that this type of training is useful, therefore, scientific studies are needed for confirmation. However, we believe that this ERCP model may provide an entirely safe means of improving communication and technical proficiency.
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Powell, HRF, AN DiMarco, and SR Saeed. "Trainee and trainer opinion on increasing numbers of workplace-based assessments." Bulletin of the Royal College of Surgeons of England 96, no. 5 (May 2014): 160–62. http://dx.doi.org/10.1308/rcsbull.2014.96.5.160.
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The London Postgraduate School of Surgery has increased its minimum requirement for workplace-based assessments (WBAs) from 40 to 80 per annum. Specialty trainees were alerted to this increase by email in March 2012. This has been the requirement for core trainees since October 2011. In response to this increase for specialty trainees, an online survey was carried out to ascertain trainee and trainer opinion.
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Palmer, Barnard J., Nancy S. Parks, and Alden H. Harken. "Surgical trainees like to be trained." Surgery 152, no. 5 (November 2012): 805–6. http://dx.doi.org/10.1016/j.surg.2012.08.046.
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Clark, Annalie, John Stevens, and Sarah Abd El Sayed. "Supporting general adult psychiatry higher trainees to develop research competencies: a training improvement project." BJPsych Open 7, S1 (June 2021): S131—S132. http://dx.doi.org/10.1192/bjo.2021.377.
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AimsEvidence shows that research-active trusts have better clinical patient outcomes. Psychiatric trainees are required to develop knowledge and skills in research techniques and critical appraisal to enable them to practice evidence-based medicine and be research-active clinicians. This project aimed to evaluate and improve the support for developing research competencies available to general adult psychiatry higher trainees (HT) in the North-West of England.MethodGeneral Adult HT in the North–West of England completed a baseline survey in November 2019 to ascertain trainee's experience of research training provision. The following interventions were implemented to address this feedback:A trainee research handbook was produced, containing exemplar activies for developing research competencies and available training opportunities, supervisors and active research studies.The trainee research representative circulated research and training opportunities between November 2019 – August 2020.Research representatives held a trainee Question and Answer session in September 2020.All General Adult HT were asked to complete an electronic survey in November 2020 to evaluate the effect of these interventions.Result18 General Adult HT completed the baseline survey in November 2019. 29.4% of trainees thought they received enough information on research competencies and 88.9% wanted more written guidance. 38.9% of trainees knew who to contact about research within their NHS Trust and 33.3% were aware of current research studies. Identified challenges for meeting research competencies included lack of time, difficulty identifying a mentor and topic and accessibility of projects.20 General Adult HT completed the repeat survey in November 2020. 50% of trainees wanted to be actively involved in research and 35% wanted to develop evidence-based medicine skills. A minority of trainees aimed to complete only the minimum ARCP requirements. All trainees thought the handbook was a useful resource for meeting research competencies and would recommend it to other trainees. In trainees who received the handbook, 94.7% thought they had received adequate support on meeting research competencies and 94.7% knew who to contact about research in their trust. 68.4% of trainees would like further written guidance on meeting research competencies. Trainees highlighted ongoing practical difficulties with engaging with research and concern about lacking required skills for research.ConclusionTrainees are motivated to engage with research on various different levels, not purely for ARCP purposes. Simple interventions can help trainees feel adequately supported with meeting research competencies. Further work to support trainee involvement in research and improve trainee confidence in engaging with research is required.
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Hood, Adrian, Taryn Kalami, Mark Phillips, and Ian Craven. "The trainees become the trainers: a specialty trainee-led introduction to an undergraduate radiology placement." Clinical Radiology 72 (September 2017): S8—S9. http://dx.doi.org/10.1016/j.crad.2017.06.076.
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Bhanot, Kunal, Justin Chang, Samuel Grant, Annie Fecteau, and Mark Camp. "Training surgeons and the informed consent discussion in paediatric patients: a qualitative study examining trainee participation disclosure." BMJ Open Quality 8, no. 3 (July 2019): e000559. http://dx.doi.org/10.1136/bmjoq-2018-000559.
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BackgroundThe process of obtaining informed consent is an important and complex pursuit, especially within a paediatric setting. Medical governing bodies have stated that the role of the trainee surgeon must be explained to patients and their families during the consent process. Despite this, attitudes and practices of surgeons and their trainees regarding disclosure of the trainee’s participation during the consent process has not been reported in the paediatric setting.MethodsNineteen face-to-face interviews were conducted with surgical trainees and staff surgeons at a tertiary-level paediatric hospital in Toronto, Canada. These were transcribed and subsequently thematically coded by three reviewers.ResultsFive main themes were identified from the interviews. (1) Surgeons do not consistently disclose the role of surgical trainees to parents. (2) Surgical trainees are purposefully vague in disclosing their role during the consent discussion without being misleading. (3) Surgeons and surgical trainees believe parents do not fully understand the specific role of surgical trainees. (4) Graduated responsibility is an important aspect of training surgeons. (5) Surgeons feel a responsibility towards both their patients and their trainees. Surgeons do not explicitly inform patients about trainees, believing there is a lack of understanding of the training process. Trainees believe families likely underestimate their role and keep information purposely vague to reduce anxiety.ConclusionThe majority of surgeons and surgical trainees do not voluntarily disclose the degree of trainee participation in surgery during the informed consent discussion with parents. An open and honest discussion should occur, allowing for parents to make an informed decision regarding their child’s care. Further patient education regarding trainees’ roles would help develop a more thorough and patient-centred informed consent process.
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Gnanasekaram, Gayathri, and Amanda Hoar. "Audit on availability, quality and frequency of clincal and educational supervision." BJPsych Open 7, S1 (June 2021): S79. http://dx.doi.org/10.1192/bjo.2021.249.
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AimsGMC defines clinical supervisor as a trainer who is responsible for overseeing a specified trainee's clinical work throughout a placement in a clinical or medical environment and is appropriately trained to do so¹.This AUDIT aimed to review the frequency, content and quality of clinical supervision for psychiatric trainees within Somerset NHS Foundation Trust. Both Severn deanery and Somerset NHS Foundation Trust both recommend psychiatry trainees have one hour of supervision per week, involving exploration of trainee clinical and educational needs.MethodAll trainees working in Somerset NHS Foundation Trust psychiatry from February 2020 were invited to participate. A survey was designed to quantify the frequency of supervision amongst this cohort. Survey online software, SurveyMonkey, was chosen for the accessibility and user friendly modality and disseminated via email to all junior doctors (n = 27). Survey responses were collected in the last month of the placement (July–August 2020).Questions on accomplishing workplace based assessments (WPBA), managing e-portfolio requirements were asked, with Likert scale responses available. Quality of supervision was explored via white space answers.Surveys were reviewed by the AUDIT authors and descriptive data collected.Result63% trainees responded (17 out of 27). Educational objectives were discussed at the beginning of the placement. Over half the respondents stated that time was not set aside to look at e-portfolio.Workplace based assessments (WBPAs), and Case based discussions (CBDs) were more frequently achieved than observed assessments of clinical encounters (ACEs/Mini-ACEs) (assessment of clinical encounter).30% core psychiatry trainees respondents (4 out of 7) discussed their audits/QI projects with their supervisors most/always. 42% (3 out of 7) had a discussion sometimes.2 GP and foundation trainees stated they were unable to obtain community mental health experience. The response rate to this question was disappointing and we think it may be secondary to the pressures of the pandemic.100% respondents described educational supervisors as supportive and approachable.ConclusionWhilst all respondents found their supervisors approachable and supportive, completion of formal WPBAs and portfolio reviews was suboptimal.Following regional presentation of results, the pertinence of these findings for all trainees was highlighted. A supervision template has been created and extension of this initial audit to a regional quality improvement project is underway.Specific recommendations included brief and regular supervisor check-ins with trainees regarding projects and psychotherapy competencies and a mid-placement review of portfolio.
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Arghode, Vishal, and Jia Wang. "Exploring trainers’ engaging instructional practices: a collective case study." European Journal of Training and Development 40, no. 2 (February 15, 2016): 111–27. http://dx.doi.org/10.1108/ejtd-04-2015-0033.
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Purpose – This study aims to explore the phenomenon of training engagement from the trainers’ perspective. Specifically, two questions guided this inquiry. First, how do trainers define engagement in the training context? and What strategies do trainers use to engage trainees? Design/methodology/approach – The collective case study approach was adopted for this qualitative study. Seven cases were selected for in-depth analyses. Data were collected through individual, face-to-face interviews and analyzed using the constant comparative analysis method. Findings – Major findings suggest that engaging training practices take various forms. They include being trainee-centered, maximizing learning through entertaining and interesting instruction, accommodating different learning styles, eliciting trainee participation by creating an encouraging learning environment and connecting with trainees by building rapport early in a training session. Research limitations/implications – The small sample limits the generalizability of the findings. However, this study expands training literature by focusing on an under-explored research area, the role of engaging trainees in maximizing learning outcomes. Practical implications – For trainers, this study offered some specific strategies they can use to engage learners in the training context to achieve desired learning outcomes. In addition, the seven cases selected for this study may be used as a benchmark against which both experienced and novice trainers compared their own practices. Originality/value – This is one of very few qualitative studies with a focus on emotional aspects involved in training. The rich data from this study shed light on areas for future improvement, particularly regarding how to effectively engage trainees to maximize learning outcomes.
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Abdel-dayem, Mahmoud, Kumarswamy Maradi Thippeswamy, and Puthucode Haray. "A Structured Modular Approach: The Answer to Training in Laparoscopic Colorectal Surgery." Surgical Innovation 28, no. 4 (April 8, 2021): 479–84. http://dx.doi.org/10.1177/15533506211008079.
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Bakground: Laparoscopic techniques are now an integral part of the operative management of colorectal diseases. However, the specialist training that is required for this is not uniformly available. There is, therefore, a need for a structured competency-based training method so that trainees can navigate the learning curve safely. Aim. To develop a modular structured training programme for laparoscopic colorectal surgery (LCS) with the capability of ensuring competency-based progression from a novice level to independent operator. Methodology. Over the past decade, we have developed a structured approach, starting with junior surgical trainees and progressing through to consultant level, with 7 clearly defined levels of progression attending courses to achieving a trainer status. This approach allows trainees to maintain objective records of their progression and trainers to provide targeted learning opportunities. It also allows for several trainees of varying experience to be trained during the same procedure. Conclusion. Our structured training module for junior surgeons has successfully produced several competent laparoscopic colorectal surgeons in the United Kingdom and around the world. This approach may also be adaptable to training in other laparoscopic procedures as the levels of progression are generic and not procedure-specific.
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Kamali, Dariush, and Jan Illing. "How can positive and negative trainer feedback in the operating theatre impact a surgical trainee’s confidence and well-being: a qualitative study in the north of England." BMJ Open 8, no. 2 (February 2018): e017935. http://dx.doi.org/10.1136/bmjopen-2017-017935.
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ObjectiveTo identify the perception of positive feedback (PF) and negative feedback (NF) provided by trainers in the operating theatre on surgical trainees' confidence and well-being.DesignNarrative interview study.SettingTwelve hospitals that form part of one deanery within the UK.ParticipantsMaximum variation sampling of 15 higher general surgical trainees provided insight into how PF and NF from trainers in the operating theatre affect confidence and well-being.MethodsNarrative telephone interviews were conducted with general surgical trainees between April and June 2016. All interviews were recorded, transcribed and anonymised. Transcriptions were analysed using the five-step framework analysis by two independent researchers.ResultsFifteen trainees (age 28–38 years) were interviewed (median interview time: 29 min). Thematic framework analysis identified nine themes within the data. PF, which included corrective feedback, helped the trainees to relax and seemed to enhance their operative performance. All trainees reported significant and unjustified NF, some of which would be defined as undermining and bullying. Many believed this to have a negative impact on their training with minimal educational benefit. Many trainees felt NF adversely affected their performance in the operating theatre with some expressing a wish to leave the profession as a consequence.ConclusionBoth PF and NF exist in the operating theatre. Both have an important influence on the trainee, their performance and career. PF, if specific, helped aid progression of learning, increased motivation and performance of surgical trainees. In contrast, NF was perceived to have detrimental effects on trainees’ performance and their well-being and, in some, introduced a desire to pursue an alternative career.
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Sweeney, Rory, Ben McNaughten, Andrew Thompson, Lesley Storey, Paul Murphy, and Thomas Bourke. "ACTup: advanced communication training simulation enhanced by actors trained in the Stanislavski system." BMJ Simulation and Technology Enhanced Learning 7, no. 1 (May 10, 2020): 35–37. http://dx.doi.org/10.1136/bmjstel-2019-000553.
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Strong communication, empathy and interpersonal skills are crucial to good clinical practice. Actors trained in interpretations of the Stanislavski system draw on their own life experience to develop the character. We hypothesised that simulation enhanced by trained actors would be an ideal way for our senior trainees to develop advanced communication skills. We developed a communication training course based on challenging situations which occur in paediatrics like child death and safeguarding. Actors were briefed and invited to develop characters that would behave and respond as a parent/carer might do in complex and stressful clinical scenario. Paediatric trainees then participated in simulations, with a focus on communication skills. Feedback and debrief were provided by a multidisciplinary faculty. The impact of the course was evaluated by analysis of data collected in focus groups held after the simulation. Trainees noted the actor’s ability to respond in vivo to emotive situations and felt it was much more effective than their previous experience of simulation with simulated patients without formal training. Actors were able to offer feedback on aspects of body language, tone and use of language from a non-medical perspective. Actors enhanced the realism of the simulations by changing their language and emotional performance in response to the trainee’s performance, improving trainee engagement.
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Karlsson, Therese R., M. Shakeel, A. Al-Adhami, S. Suhailee, B. Ram, and K. W. Ah-See. "Revision nasal surgery after septoplasty: trainees versus trainers." European Archives of Oto-Rhino-Laryngology 270, no. 12 (March 2, 2013): 3063–67. http://dx.doi.org/10.1007/s00405-012-2162-9.
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Rau, Douglas R. "Advanced Trainees Supervising Junior Trainees." Clinical Supervisor 21, no. 1 (February 2, 2003): 115–24. http://dx.doi.org/10.1300/j001v21n01_09.
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Mukherjee, Soumya, James Meacock, Eleanor Kissane, and Debasish Pal. "Factors relating to working hours restriction that have impacted the professional identity of trainees in the last decade." British Journal of Hospital Medicine 82, no. 3 (March 2, 2021): 1–10. http://dx.doi.org/10.12968/hmed.2020.0355.
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Ever-developing changes to the working hours of junior doctors by the European Working Time Directive, the junior doctor contract of 2019 and most recently the COVID-19 pandemic have impacted the professional identity of doctors. There has been little investigation into its influence on the multifaceted aspects of postgraduate medical training, which feeds into how trainees consider themselves professionally and the concept of professional identity or ‘being a doctor’. A review of the medical, socio-political and educational literature reveals that the impact on the professional identity development of trainees is influenced by several perspectives from the trainee, trainer and the public. Gross reduction in working hours has no doubt decreased the raw volume of clinical experiences. However, to counteract this, smarter learning processes have evolved, including narrative reflection, supervised learning events, and a greater awareness of coaching and training among trainers.
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Nataraja, RM, SC Blackburn Department, D. Rawat, E. Benjamin, SA Clarke, MJ Haddad Department, and DP Drake. "Training in the MMC Era: Procedure-Based Assessments – the Parents' Perspective." Bulletin of the Royal College of Surgeons of England 93, no. 5 (May 1, 2011): 1–3. http://dx.doi.org/10.1308/147363511x568578.
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The recent implementation of Modernising Medical Careers (MMC) has had a significant impact on the way that both medical and surgical trainees in the UK are trained and clinically or technically assessed. The aim of MMC is 'to drive up the quality of care for patients through reform and improvement in postgraduate medical education and training'. Surgical training has also been affected by the final stage of the implementation of the European Working Time Regulations. One of the primary changes in MMC has been the introduction of a formal assessment system of the trainees. The new system was initiated to progress towards more competency-based training rather than the total time spent in training. The trainee's progress in achieving clinical and technical competencies is assessed, as is the quality of the trainee and the training he or she receives.
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Heward, E., and B. N. Kumar. "The ENT run through pilot: a questionnaire survey of 23 trainees." Journal of Laryngology & Otology 135, no. 1 (January 2021): 74–79. http://dx.doi.org/10.1017/s0022215121000153.
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AbstractObjectiveThe ENT run through pilot was introduced in 2018 to improve early recruitment to the specialty. This study aimed to understand what makes a successful interview applicant and the experience of the run through trainees during the specialty trainee one and specialty trainee two years.MethodA questionnaire survey was sent to all ENT run through trainees.ResultsTwenty-three trainees responded. Of the successful candidates, 74 per cent held additional degrees prior to application. The median core surgical interview rank was 27 (range: 3–174). Trainees felt that being on the run through pilot had increased ENT trainer engagement.ConclusionThe ENT run through posts are highly competitive, and holding an additional degree may improve applicant success. The pilot programme has been successful by increasing trainer engagement at this critical stage of training. These results will enable development of the pilot programme and provide valuable information for those applying to an ENT run through post.
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Patel, K., A. Rajendran, O. Faiz, M. Rutter, C. Rutter, R. Jover, I. Koutroubakis, et al. "An international survey of polypectomy training and assessment." Endoscopy International Open 05, no. 03 (March 2017): E190—E197. http://dx.doi.org/10.1055/s-0042-119949.
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Abstract Background and study aims Colonic polypectomy is acknowledged to be a technically challenging part of colonoscopy. Training in polypectomy is recognized to be often inconsistent. This study aimed to ascertain worldwide practice in polypectomy training. Patients and methods An electronic survey was distributed to endoscopic trainees and trainers in 19 countries asking about their experiences of receiving and delivering training. Participants were also asked about whether formal polypectomy training guidance existed in their country. Results Data were obtained from 610 colonoscopists. Of these responses, 348 (57.0 %) were from trainers and 262 (43.0 %) from trainees; 6.6 % of trainers assessed competency once per year or less often. Just over half (53.1 %) of trainees had ever had their polypectomy technique formally assessed by any trainer. Approximately half the trainees surveyed (51.1 %) stated that the principles of polypectomy had only ever been taught to them intermittently. Of those trainees with the most colonoscopy experience, who had performed over 500 procedures, 48.2 % had had training on removing large polyps of over 10 mm; 46.2 % (121 respondents) of trainees surveyed held no record of the polypectomies they had performed. Only four of the 19 countries surveyed had specific guidelines on polypectomy training. Conclusions A significant number of competent colonoscopists have never been taught how to perform polypectomy. Training guidelines worldwide generally give little direction as to how trainees should acquire polypectomy skills. The learning curve for polypectomy needs to be defined to provide reliable guidance on how to train colonoscopists in this skill.
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Flynn, Samantha, Richard P. Hastings, David Gillespie, Rachel McNamara, and Elizabeth Randell. "Trainer and support staff’s experiences of engaging with the Who’s Challenging Who? challenging behaviour training course." Journal of Intellectual Disabilities 24, no. 3 (January 3, 2019): 367–80. http://dx.doi.org/10.1177/1744629518821789.
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Background: The Who’s Challenging Who? (WCW) training is coproduced and delivered by people with intellectual disabilities (IDs), and it aims to improve staff empathy for people with challenging behaviour (CB). This study qualitatively describes trainees’ and trainers’ experiences of the WCW. Methods: Semi-structured interviews were undertaken with managers ( n = 7), support staff ( n = 6) and the WCW trainers ( n = 4; three had IDs). Interviews were transcribed verbatim and analysed using thematic analysis. Results: Two cross-cutting themes were drawn from the data: (1) valued roles of the trainers, whereby trainers and trainees benefited from the training being coproduced and delivered by people with IDs, and (2) beyond the training, within which trainees reported that they were engaging in increased reflection about their past and current practice. Conclusions: Being trained by people with IDs and CB appears to be a useful method, which can lead to perspective taking and reflection about supporting people with IDs and CB.
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Melluish, Steve, Jon Crossley, and Alison Tweed. "An Evaluation of the Use of Simulated Patient Role-Plays in the Teaching and Assessment of Clinical Consultation Skills in Clinical Psychologists' Training." Psychology Learning & Teaching 6, no. 2 (September 2007): 104–13. http://dx.doi.org/10.2304/plat.2007.6.2.104.
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Simulated patient role-plays (SPRs) with trained actors are a recent development in the training of clinical psychologists. This paper reports on the introduction and evaluation of SPRs as both a method used to teach clinical consultation skills and as a method to formatively assess trainee clinical psychologists' acquisition of these skills. The evaluation used a number of focus groups with clinical psychology trainees, programme staff and clinical supervisors to explore the acceptability of these methods in teaching and assessment, the experience of using them and the impact on trainees' learning. Focus group interviews were transcribed verbatim and analysed using template analysis. The core theme from the analysis concerned the capacity of SPRs to authentically recreate a clinical environment and capture the trainee's clinical practice. The concept of authenticity is discussed in relation to clinical skills teaching and the wider profession of clinical psychology.
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Kuta, J. I. J., O. O. Yusuf, and E. Raymond. "Assessment of Task, Activities and Working Materials Used in Non-Formal Training of Solar and Satellite System Installation in Niger State." Journal of Sustainability and Environmental Management 1, no. 2 (May 26, 2022): 247–56. http://dx.doi.org/10.3126/josem.v1i2.45376.
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The study was designed to assess the tasks, activities and workings materials in the non-formal training of craft man in solar and satellite systems installation in Niger State of Nigeria. Descriptive survey research method was adopted. The population for the study comprised of 243 trainees and 99 master trainers. For this study, the entire population of the trainee and the master trainers was used; hence, sampling was not carried out. The research instrument used in this study was a structured questionnaire, and it involved the use of a Likert scale. The instrument was validated by experts in the Department of Industrial and Technology Education, Federal University of Technology, Minna. Cronbach Alpha co-efficient was used to determine the internal consistency of the instrument and it yielded reliability coefficient of 0.99. Data were collected through questionnaire with the help of six research assistants. SPSS was used to perform analysis of the data. Mean and standard deviation was used to evaluate research questions, while z test was used to test the hypotheses at 0.05 level of significance. The findings from the hypothesis of the study revealed that that there is no significant difference between the mean responses of trainers and trainee on tasks in non- formal training of solar system installation with a the mean and standard deviation of trainer are 3.55 and 0.70 while the mean and standard deviation of trainee are 3.39 and 0.73 respectively, since the p-value (0.52) is greater than 0.05. The study concluded that the need for training of trainee in the working environment and the participation of master trainers in the structuring of the apprenticeship learning to learn comprehensively. The study recommends that master trainers should be appropriate in planning tasks in non-formal training of trainees in solar system installation. The government should provide working materials for trainers and trainee in non-formal training of solar and satellite system installation.
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Woods, Marilyn J. "Interpersonal Communication for Police Officers: Using Needs Assessment to Prepare for Skeptical Trainees." Business Communication Quarterly 63, no. 4 (December 2000): 40–48. http://dx.doi.org/10.1177/108056990006300404.
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The philosophy of community policing emphasizes interpersonal communication skills for police officers. However, trainee police officers may be wary of training conducted by someone outside of law enforcement. This article lends support for using a needs assessment that helps trainers overcome organizational and personal boundaries in such a training class. In teaching interpersonal communication for groups of 8 to 12 police officers in two-hour training sessions, I learned that strate gically using the results of a needs assessment could encourage trainees to have a vested interest in the class and help the trainer feel competent and comfortable.
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Brad Harris, T., Wonjoon Chung, Holly M. Hutchins, and Dan S. Chiaburu. "Do trainer style and learner orientation predict training outcomes?" Journal of Workplace Learning 26, no. 5 (July 8, 2014): 331–44. http://dx.doi.org/10.1108/jwl-05-2013-0031.
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Purpose – The purpose of this paper was to examine the additive and joint effects of trainer directiveness and trainees’ learning goal orientation on training satisfaction and transfer. Design/methodology/approach – Survey responses from a sample (N = 243) of undergraduate business students enrolled at a large US university were examined. Findings – Trainer directiveness and trainee learning goal orientations each additively predicted training satisfaction and transfer over and above one another and study controls. Further, trainer directiveness and trainee learning goal orientation jointly predicted satisfaction and transfer, such that the positive relationship between trainer directiveness and both outcomes was accentuated (more positive) when learning goal orientations were high (compared to low). Practical implications – This study suggests that scholars and practitioners need to be mindful of both trainer and trainee characteristics when evaluating potential training programs. In addition to selecting competent trainers, organizations might be well-served to encourage trainers to use a directive style. Further, organizations might be able to boost the positive effects of trainer directiveness on trainee satisfaction and transfer by priming (or selecting on) trainee learning goal orientations. Originality/value – With few exceptions, prior research has devoted comparatively little attention toward understanding how trainer characteristics influence training outcomes. Of this research, even less considers possible interactions between trainer and trainee characteristics. The present study provides an initial step toward addressing these gaps by examining the additive and joint influences of trainer directiveness and trainee learning goal orientations. Results support that additional variance in training satisfaction and transfer can be explained by considering both trainer and trainee characteristics in tandem.