Handbook of Training Evaluation and Measurement Methods

Phillips, Jack J.; Phillips, Patricia Pulliam

doi:10.4324/9781315757230

Cited by 93 publications

(102 citation statements)

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“…The original classification described by Kirkpatrick was divided into four levels, with level 4 (highest) being ''patient outcome''. Phillips added a fifth level to include return on investment of education programmes (Phillips, 1997). Outcomes with Kirkpatrick levels of two or greater were included.…”

Section: Eligibility Criteriamentioning

confidence: 99%

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Impact of crisis resource management simulation-based training for interprofessional and interdisciplinary teams: A systematic review

Fung

Boet

Bould

et al. 2015

Journal of Interprofessional Care

155

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Crisis resource management (CRM) abilities are important for different healthcare providers to effectively manage critical clinical events. This study aims to review the effectiveness of simulation-based CRM training for interprofessional and interdisciplinary teams compared to other instructional methods (e.g., didactics). Interprofessional teams are composed of several professions (e.g., nurse, physician, midwife) while interdisciplinary teams are composed of several disciplines from the same profession (e.g., cardiologist, anaesthesiologist, orthopaedist). Medline, EMBASE, CINAHL, Cochrane Central Register of Controlled Trials, and ERIC were searched using terms related to CRM, crisis management, crew resource management, teamwork, and simulation. Trials comparing simulation-based CRM team training versus any other methods of education were included. The educational interventions involved interprofessional or interdisciplinary healthcare teams. The initial search identified 7456 publications; 12 studies were included. Simulation-based CRM team training was associated with significant improvements in CRM skill acquisition in all but two studies when compared to didactic case-based CRM training or simulation without CRM training. Of the 12 included studies, one showed significant improvements in team behaviours in the workplace, while two studies demonstrated sustained reductions in adverse patient outcomes after a single simulation-based CRM team intervention. In conclusion, CRM simulation-based training for interprofessional and interdisciplinary teams show promise in teaching CRM in the simulator when compared to didactic case-based CRM education or simulation without CRM teaching. More research, however, is required to demonstrate transfer of learning to workplaces and potential impact on patient outcomes.

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Section: Eligibility Criteriamentioning

confidence: 99%

“…Learning was categorized based on the Kirkpatrick model of educational outcomes, as modified by Phillips (1997) (Table I). The original classification described by Kirkpatrick was divided into four levels, with level 4 (highest) being ''patient outcome''.…”

Section: Eligibility Criteriamentioning

confidence: 99%

Impact of crisis resource management simulation-based training for interprofessional and interdisciplinary teams: A systematic review

Fung

Boet

Bould

et al. 2015

Journal of Interprofessional Care

155

View full text Add to dashboard Cite

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“…Consistent with the Kirkpatrick’s model for program evaluation [40], requiring use of both quantitative and qualitative data, the institute achieves expected outcomes (Table 2). Successes were noted at all four levels of evaluation.…”

Section: Discussionmentioning

confidence: 64%

“…Participants wanted a mechanism facilitating duplication of their PRIDE-mentoring relationships with mentors at their home institutions. Mentees also indicated that the institute should offer support beyond the PRIDE academic year [40]. …”

Section: Discussionmentioning

confidence: 99%

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Mentoring junior URM scientists to engage in sleep health disparities research: experience of the NYU PRIDE Institute

Jean-Louis¹,

Ayappa

Rapoport

et al. 2016

Sleep Medicine

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Aim The aim of this study was to evaluate the National Institute of Health (NIH)-funded PRIDE Institute in Behavioral Medicine and Sleep Disorders Research at New York University (NYU) Langone Medical Center. The NYU PRIDE Institute provides intensive didactic and mentored research training to junior underrepresented minority (URM) faculty. Method The Kirkpatrick model, a mixed-methods program evaluation tool, was used to gather data on participant’s satisfaction and program outcomes. Quantitative evaluation data were obtained from all 29 mentees using the PRIDE REDcap-based evaluation tool. In addition, in-depth interviews and focus groups were conducted with 17 mentees to learn about their experiences at the institute and their professional development activities. Quantitative data were examined, and emerging themes from in-depth interviews and focus groups were studied for patterns of connection and grouped into broader categories based on grounded theory. Results Overall, mentees rated all programmatic and mentoring aspects of the NYU PRIDE Institute very highly (80–100%). They identified the following areas as critical to their development: research and professional skills, mentorship, structured support and accountability, peer support, and continuous career development beyond the summer institute. Indicators of academic self-efficacy showed substantial improvement over time. Areas for improvement included tailoring programmatic activities to individual needs, greater assistance with publications, and identifying local mentors when K awards are sought. Conclusions In order to promote career development, numerous factors that uniquely influence URM investigators’ ability to succeed should be addressed. The NYU PRIDE Institute, which provides exposure to a well-resourced academic environment, leadership, didactic skills building, and intensive individualized mentorship proved successful in enabling URM mentees to excel in the academic environment. Overall, the institute accomplished its goals: to build an infrastructure enabling junior URM faculty to network with one another as well as with senior investigators, serving as a role model, in a supportive academic environment.

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The Value of Innovation

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Handbook of Training Evaluation and Measurement Methods

Cited by 93 publications

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Impact of crisis resource management simulation-based training for interprofessional and interdisciplinary teams: A systematic review

Impact of crisis resource management simulation-based training for interprofessional and interdisciplinary teams: A systematic review

Mentoring junior URM scientists to engage in sleep health disparities research: experience of the NYU PRIDE Institute

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