Constellation, le dépôt institutionnel de l'Université du Québec à Chicoutimi

Interventions to Improve Trainers' Learning and Behaviors for Educating Health Care Professionals Using Train-the-Trainer Method: A Systematic Review and Meta-analysis

Poitras Marie-Ève, Bélanger Émilie, Vaillancourt Vanessa T., Kienlin Simone, Körner Mirjam, Godbout Isabelle, Bernard-Hamel Joelle, O'Connor Sarah, Blanchette Patricia, Khadhraoui Lobna, Sawadogo Jasmine, Massougbodji José, Zomahoun Hervé Tchala Vignon, Gallani Maria-Cecilia, Stacey Dawn et Légaré France. (2021). Interventions to Improve Trainers' Learning and Behaviors for Educating Health Care Professionals Using Train-the-Trainer Method: A Systematic Review and Meta-analysis. Journal of Continuing Education in the Health Professions, 41, (3), p. 202-209.

Le texte intégral n'est pas disponible pour ce document.

URL officielle: https://doi.org/10.1097/CEH.0000000000000375

Résumé

Introduction:

Train-the-trainer (TTT) programs are frequently used to facilitate knowledge dissemination. However, little is known about the effectiveness of these programs. Therefore, we sought to assess the impact of TTT programs on learning and behavior of trainers for educating health and social professionals (trainees).

Methods:

Guided by the Cochrane Effective Practice and Organisation of Care, we conducted a systematic review. We searched 12 databases until April 2018 and extracted data according to the Population, Intervention, Comparison, Outcome model. Population was defined as trainers delivering training program to health care professionals, and the intervention consists in any organized activity provided by a trainer. There were no restrictive comparators, and outcomes were knowledge, attitude, skill, confidence, commitment, and behavior of trainers. We estimated the pooled effect size and its 95% confidence interval using a random-effect model. We performed a narrative synthesis when meta-analysis was not possible.

Results:

Of 11,202 potentially eligible references, we identified 16 unique studies. Studies were mostly controlled before-and-after studies and covered a unique training intervention. Targeted trainers were mostly nurses (n = 10) and physicians (n = 5). The most frequent measured outcome was knowledge (n = 12). TTT programs demonstrated significant effect on knowledge (Standardized mean deviation = 0.58; 95% CI = 0.11–1.06; I 2 = 90%; P < .01; 10 studies). No studies measured trainers' ability to deliver the training program.

Discussion:

TTT programs may improve the knowledge of trainers. However, the heterogeneity and small number of studies hamper our ability to draw conclusions that are more robust.

Type de document:Article publié dans une revue avec comité d'évaluation
ISSN:0894-1912
Volume:41
Numéro:3
Pages:p. 202-209
Version évaluée par les pairs:Oui
Date:Juillet 2021
Nombre de pages:8
Identifiant unique:10.1097/CEH.0000000000000375
Sujets:Sciences sociales et humaines > Sciences de l'éducation
Sciences de la santé
Département, module, service et unité de recherche:Départements et modules > Département des sciences de la santé
Mots-clés:Train-the-trainer programs, health professionals, social professionals, trainers, trainnes, professionnels de la santé, programmes de formation des formateurs
Déposé le:15 mai 2025 18:29
Dernière modification:15 mai 2025 18:29
Afficher les statistiques de telechargements

Éditer le document (administrateurs uniquement)

Creative Commons LicenseSauf indication contraire, les documents archivés dans Constellation sont rendus disponibles selon les termes de la licence Creative Commons "Paternité, pas d'utilisation commerciale, pas de modification" 2.5 Canada.

Services de la bibliothèque, UQAC
555, boulevard de l'Université
Chicoutimi (Québec)  CANADA G7H 2B1
418 545-5011, poste 5630