Evaluation of the effectiveness of written communication training of a public higher education institution using the Kirkpatrick model

BACKGROUND@#This study aims to evaluate the effectiveness of the “Effective Written Communication Training” provided among 16 UP Manila administrative employees following Kirkpatrick's training evaluation model.@*OBJECTIVES@#This study specifically examines the reaction of the employees to the training program (Level 1), changes in the level of learning (Level 2), and transfer of training in the workplace or behavioral changes (Level 3).@*METHODOLOGY@#The study used a cross-sectional design, and the primary data was collected through survey questionnaires, a pretest, and a posttest. For the Level 1 evaluation, a training assessment survey was given to the participants. For the Level 2 evaluation, tests were given to the participants before and after the conduct of the training program. For the Level 3 evaluation, a survey questionnaire was given to the participants and their immediate supervisor five months after the end of the training.@*RESULTS@#The Level 1 results showed that the participants' overall reaction to the training was Excellent in terms of training design, facilitation, resource speaker/facilitator, and overall experience. For the Level 2 evaluation, results showed that there is a significant change (t(15)=11.32, ρ<0.05) in the participants' learning about written communication, as shown in the difference between the pretest (M=16.56, SD=3.01) and posttest scores (M=20.25, SD=2.49). Results of the Level 3 evaluation showed that written communication competencies have been applied to the workplace. Employees confidently compose written correspondences, construct formal and official letters, and relay queries using a more appropriate choice of words, which the participants' supervisors also observed.@*CONCLUSION@#Overall, the training program was found to be effective in improving the participants' written communication skills, following Kirkpatrick's training evaluation model.

Efetividade da simulação virtual no ensino de enfermagem para aprender o raciocínio clínico: uma revisão integrativa / Effectiveness of virtual simulation in nursing teaching to learn clinical reasoning: an integrative review / Eficacia de la simulación virtual en la enseñanza de enfermería para el aprendizaje del razonamiento clínico: una revisión integradora

Introdução: Nas duas últimas décadas, os meios de ensino vêm mudando na área da saúde, no qual o ensino tradicional já não é capaz de suprir as necessidades atuais. Assim, a simulação virtual passou a ter um papel fundamental na educação superior de enfermagem, sendo um meio ativo de aprendizado. Objetivo: Analisar na literatura científica a efetividade da simulação virtual no ensino de enfermagem. Metodologia: Trata-se de uma pesquisa bibliográfica do tipo revisão integrativa da literatura. Resultados: 10 artigos foram incluídos nesta revisão, a maior parte com abordagem quantitativa dos dados, publicados no ano de 2021, todos estavam na língua inglesa, houve predomínio de estudos realizados na Coreia do Sul e Estados Unidos, sendo a maioria estudos transversais em que todos os estudos recomendavam (grau de recomendação "A") o uso da simulação virtual para o ensino de enfermagem. Conclusão: A simulação virtual no ensino de enfermagem tem potencial para melhorar a retenção do conhecimento e o raciocínio clínico numa fase inicial e ao longo do tempo, e aumenta a satisfação com a experiência de aprendizagem entre os estudantes de enfermagem.

Introduction: In the last two decades, the means of teaching have been changing in the health area, in which traditional teaching is no longer able to meet current needs. Thus, virtual simulation began to play a fundamental role in higher education in nursing, being an active means of learning. Objective: To analyze the effectiveness of virtual simulation in nursing education in the scientific literature. Methodology: This is a bibliographic research of the integrative literature review type. Results: 10 articles were included in this review, most with a quantitative approach to the data, published in the year 2021, all were in English, there was a predominance of studies carried out in South Korea and the United States, most of which were cross-sectional studies in which all studies recommended (degree of recommendation "A") the use of virtual simulation for teaching nursing. Conclusion: Virtual simulation in nursing education has the potential to improve knowledge retention and clinical reasoning at an early stage and over time, and increases satisfaction with the learning experience among nursing students.

Introducción: En las últimas dos décadas, las formas de enseñanza han ido cambiando en el área de la salud, en la que la enseñanza tradicional ya no es capaz de suplir las necesidades actuales. Así, la simulación virtual pasó a jugar un papel fundamental en la educación superior en enfermería, siendo un medio activo de aprendizaje. Objetivo: Analizar la efectividad de la simulación virtual en la educación de enfermería en la literatura científica. Metodología: Se trata de una investigación bibliográfica del tipo revisión integradora de literatura. Resultados: se incluyeron en esta revisión 10 artículos, la mayoría con enfoque cuantitativo de los datos, publicados en el año 2021, todos en inglés, hubo predominio de estudios realizados en Corea del Sur y Estados Unidos, la mayoría de los cuales fueron transversales -estudios seccionales en los que todos los estudios recomendaron (grado de recomendación "A") el uso de simulación virtual para la enseñanza de enfermería. Conclusión: La simulación virtual en la educación de enfermería tiene el potencial de mejorar la retención de conocimientos y el razonamiento clínico en una etapa temprana y con el tiempo, y aumenta la satisfacción con la experiencia de aprendizaje entre los estudiantes de enfermería.

Application of organ-system-based curriculum design in the training of post competency for medical imaging / 中华医学教育探索杂志

Objective:To explore the teaching effect of organ-system-based curriculum (OSBC) on cultivating the post competency of radiologists.Methods:Based on the teaching design of OSBC, our study has completed the teaching practice for imaging diagnosis of prostate diseases, focal liver lesions, small pulmonary nodules and intestinal obstruction. The imaging diagnosis of prostate diseases was taken as teaching point. Fifty-two trainees were divided into four groups: junior standardized residents and clinical-type postgraduates (JSRCP) group, senior grade of standardized residents and clinical-type postgraduates (SG-SRCP), advanced training radiologist (ATR) group, intern doctors (ID) group. The teaching framework of pre-training assessment, training and post-training test was designed, and the teaching effect and the operability evaluation of OSBC was compared in terms of test scores and subjective evaluation before and after the training. SPSS 18.0 was used for t test. Results:The test scores after training of four groups were significantly improved compared to the test scores before training. The test scores of SG-SRCP group and ATR group were significantly higher than those of ID group ( F=16.609, P<0.001). The results of subjective evaluation showed that the SG-SRCP and ATR group had the highest degree of satisfaction. Conclusion:OSBC education mode has a good training effectiveness of middle and advanced stages course of medical imaging. In the future teaching, OSBC teaching should be explored among different levels of students.

Improvement the training effectiveness with optimized mode for the hemodynamics short-term training course / 基础医学与临床

Objective To investigate the influence of optimized mode for the hemodynamics short -term training course on the training effectiveness.Methods From 2016 to 2017,an optimized training mode was used in the hemodynam-ics 2-day training course in Peking Union Medical College Hospital,and the training effectiveness was evaluated.The optimized training mode included optimized course structure,opened-on-line answer questions,pre-training and post-training examination.Results A total of 808 clinical doctors participated in the hemodynamic training courses,and 627 participators finished both pre-training and post-training examinations.The percent of the pass of the examination was 44% at the baseline, and the percent of the pass of the examination was 88.2% after the training course.The post-training score was significantly higher than the pre-training score in the subgroup of 627 participators(pair-t-test, pre-training score 55.7±19.3 vs.post-training score 73.7±10.5,difference 18±21,P<0.001).Moreover,there was no relationship between pre-training score and post-training score.Conclusions The optimized mode of the hemody-namics short-term training course can improve the short-term training effectiveness.However,further studies are nee-ded to improve the application of hemodynamics in the clinical practice.

Bibliometric analysis about nurses′ on-the-job training evaluation in China / 中国实用护理杂志

Objective By reviewing the relevant literature, we explored the current status and problems of the evaluation of the training effectiveness, and put forward the corresponding countermeasures, in order to provide a theoretical basis for the effect evaluation of nurse training in China. Methods By searching Citation online search and integration system (CITE), the Chinese biomedical literature service system (CBM), we included the literatures on the effect evaluation of the nurses training in the core journals from January 2006 to November 2015. Retrieval literatures were imported the bibliographic management software Note express by database. The corresponding field were analyzed in the literature′s age distribution, evaluation object, evaluation model, evaluation method, evaluation index and evaluation tool, et al. Results There were 343 literatures had retrieved, the total number of literatures presented a increasing tendency. The evaluation methods, evaluation tools and evaluation indicators presented a tendency of diversity, and the evaluation model was relatively single. Only 16 (4.7%) literatures tried to construct the training effect evaluation system of nurses, which was not based on some theory or hypothesis, which had not been effectively put into practice. Conclusion The effect evaluation system of nurse training needed to be done in depth, such as reconstruction of the new training evaluation model, the establishment of training evaluation system of different professional, different levels, different positions, to research evaluation methods, evaluation criteria and clinical practice testing, to design, training evaluation management software etc.