Multi-method needs assessment optimises learning

Keister, Drew; Grames, Heath A.

doi:10.1111/j.1743-498x.2012.00549.x

Cited by 9 publications

(6 citation statements)

References 7 publications

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“…Further analyses may consider conducting the gap analysis both before and after the training intervention, and consider other assessments to complement a survey, such as a focus group discussion and in-depth interviews to provide depth to answers, or perhaps a larger sample of employees. 13 The competencies discussed in this article need to be reconciled with recent updates on the Department of Health competency framework, as multiple versions exist. 14,15 Other countries, such as the United States and Canada, highlight the need for public health training and integration of public health functions in governmental public health staff 's core competencies.…”

Section: Discussionmentioning

confidence: 99%

Assessment of Core and Functional Competencies of Technical Personnel of the Center for Health Development Calabarzon, Philippines

Castillo

Antonio

Carreon³

et al. 2021

Acta Med Philipp

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Objective. To assess the competency levels of the technical staff of the Center for Health Development Calabarzon (CHD 4A) to inform the development of a human resource management plan.Methods. A cross-sectional assessment design to determine the CHD 4A technical staff's competency level was utilized. The team from the College of Public Health, University of the Philippines Manila invited all the CHD 4A technical staff to complete a self-assessment using the Learning and Development Needs Assessment Tool (LDNA) (version 3-45), rating their perceived competency and the level of importance to their functions on core and functional competencies stipulated in the Department of Health Compendium of Competency Standards. Gaps were identified by comparing perceived competency levels with a predetermined standard for each agency's salary grade or position.Results. All 67 technical staff took part in the assessment. Entry- and senior-level professionals had minimal deviations from predetermined standards, with gaps in quality service focus and teamwork for the former and planning and political savvy for the latter. In contrast, mid-career professionals had larger gaps in magnitude and number than entry and senior-level staff – the largest being on results orientation – reflective of newly-promoted staff's adjustment period. Of note, these gaps were based on the prevailing competency standards in force at the time of assessment in 2015. Findings may need to be revisited when the agency updates the core and functional competency standards.Conclusion. The participants perceived core and functional competencies as important, with the level of perceived importance increasing as the salary bracket increases. Core competency gaps were widest in integrity and quality service focus. Simultaneously, results orientation, and planning and organizing were the functional competencies that registered the widest gap and prioritized. Training needs assessments should be conducted in times of change to ensure an organization's training programs' relevance and to develop peak-level employee performance.

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Section: Discussionmentioning

confidence: 99%

Assessment of Core and Functional Competencies of Technical Personnel of the Center for Health Development Calabarzon, Philippines

Castillo

Antonio

Carreon³

et al. 2021

Acta Med Philipp

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“…Previously published articles advocating the use of multiple methods within Needs Assessment design and delivery (Fraenkel, Wallen & Hyun 2015) guide this approach. An essential strength is that information is gathered, validated, and refined from different sources offering new perspectives at each stage in the process (Creswell 2009;Keister & Grames 2012), striking a delicate balance between limitations of qualitative and quantitative research.…”

Section: Methodsmentioning

confidence: 99%

Implementing an Online Training Programme in Precision Medicine for Primary Care Professionals: A Multi-Method Approach

Mitchell¹,

Jaccard²,

Cardineaux³

et al. 2020

Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020)

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Never before have expectations of healthcare professionals been more challenged by complex diseases and more educated patients in increasingly consumer driven healthcare systems. A new era of Precision Medicine (PM) is gaining momentum to bring tailored interventions to patients, informed by genomics, lifestyle and environment. The delivery of a more precision approach requires targeted training to frontline health care professionals. The objective of this paper is to report on the structured design and planning of online training modules for Primary Care Professionals (PCPs) specifically targeted at family doctors, pharmacists and advanced practice nurses. We report on initial findings of an ongoing mixed-method approach initiating applied research in a process where each method informs, guides and refines the design of the next step. Kern's 6 Steps method serves as development framework. Literature and experts' reviews supported clarification of learning objectives, focus groups, guided by Kirkpatrick's levels of evaluation supports refinements of content and form. The findings to date support the need to use methods that will challenge pre-existing assumptions, employ best practice approaches informed by evidence and ensure the development of a quality online training programme acceptable and applicable to the defined target groups.

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“…The needs assessment was conducted using an anonymous, online, cross-sectional survey (Appendices B, C). We developed the survey questions based on a review of the literature (Sanchez-Mendiola et al, 2010;Hannon, 2000;Keister & Grames 2012;Grant, 2002;Ratnapalan & Hilliard, 2002) which included questions pertaining to teaching experience, comfort, willingness to improve skills, and selfrated knowledge of the seven categories of clinical teaching from the SFDP (Skeff et al, 1992). The survey was piloted with four geriatric medicine residents, the postgraduate residency program director, and division director of geriatric medicine at the University of Toronto to informally assess clarity and D 'Silva K, Gakhal N, Gandell D MedEdPublish https://doi.org/10.15694/mep.2016.000004 Methods face validity.…”

Section: Needs Assessmentmentioning

confidence: 99%

Geriatric Medicine Resident-as-Teachers

D'Silva¹,

Gakhal²,

Gandell³

2016

MedEdPublish

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Introduction Subspecialty residents devote considerable time to teaching junior trainees; however, few studies have documented and evaluated resident-as-teacher (RaT) curricula for this group. The purpose of this study was to (1) assess the need for formal teaching instruction among subspecialty geriatric medicine residents and (2) implement and evaluate a RaT curriculum based on the Stanford Faculty Development Program (SFDP). Methods Survey-based needs assessment of subspecialty geriatric medicine residents and geriatric medicine faculty. A single-group, pretest-posttest design used to evaluate the impact of a three-hour teaching seminar on residents' teaching effectiveness and attitudes toward teaching. Results Residents reported limited knowledge of core teaching principles and limited exposure to formal teaching instruction. However, residents expressed strong interest in improving their teaching skills. Evaluation of the impact of the seminar intervention on residents' attitudes toward teaching and teaching performance showed statistically non-significant results. Conclusions Study results were statistically non-significant limited by the design and sample size and future study would benefit from an experimental design with larger sample population. They do, however, highlight the potential benefits of formal teaching instruction for subspecialty medical residents, an area that has not yet been well-explored in the medical education literature. In most academic centers a significant portion of teaching, whether to more junior trainees or allied

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Multi-method needs assessment optimises learning

Abstract: Each needs assessment tool delivered unique and valuable information. Educators performing needs assessment can select between these and other techniques based upon the information that they require.

Cited by 9 publications

References 7 publications

Assessment of Core and Functional Competencies of Technical Personnel of the Center for Health Development Calabarzon, Philippines

Assessment of Core and Functional Competencies of Technical Personnel of the Center for Health Development Calabarzon, Philippines

Implementing an Online Training Programme in Precision Medicine for Primary Care Professionals: A Multi-Method Approach

Geriatric Medicine Resident-as-Teachers

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