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Implementation and Evaluation of an Innovative Leadership and Teacher Training Program for Non-Physician Emergency Medicine Practitioners in Uganda

机译：乌干达非内科急诊医学从业人员创新领导力和教师培训计划的实施和评估

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摘要

Background: Strong leadership and teaching skills are essential traits for faculty being trained as the first emergency medicine (EM) providers in their country. In Uganda, EM is not established as a specialty and the only EM providers are non-physician clinicians (NPCs) being trained by a foreign NGO, Global Emergency Care (GEC). The curriculum focuses on clinical knowledge and skills and there is no leadership or teacher training component.;Methods: A week long course on leadership and teaching is described and evaluated for success using Kirkpatrick's framework for learner-centered outcomes. The course was proposed by GEC and implemented as continuing education for professional development purposes. Course participants consisted of all 15 of the current NPCs trained in Uganda by GEC. Participants attended the week-long course which consisted of lectures, role-playing, and small group discussions, as well as completion and analysis of a personality self-assessment. The evaluation process consisted of an immediate post-course survey to measure learner satisfaction, a retrospective, pre/post self-assessment with a Likert-type scoring tool to measure knowledge gains, and a three-month follow up survey and structured interviews to measure knowledge retention and behavior change in practice.;Results: All 15 NPCs participated in the course and evaluation process. Learner satisfaction was high with an average rating of 9.3 (on a 1--10 scale) for course content, amount learned, and use of time. The difference in pre-course and post-course scores were positive for all 23 competencies measured demonstrating positive knowledge gains across all content presented. Lastly, all 15 participants shared detailed examples of using different competencies in practice three months after the course finished. The most frequently mentioned themes were "giving and receiving feedback," "delegating and assigning tasks," and "communication.";Discussion/Conclusion: This course was a successful CE intervention in this setting as measured by Kirkpatrick's framework. The most frequently mentioned concepts being used in practice point to the NPCs ability to take on leadership roles in this setting and shift the department away from the traditional physician-led culture. Further research and evaluation methods focused on the influence of culture and personalities on leadership education and translation into practice in an EM setting is needed.
机译：背景：强大的领导能力和教学技能是教师被培训为该国第一批急诊医学（EM）提供者的基本特征。在乌干达，没有将EM设置为专业，唯一的EM提供者是由外国NGO全球紧急护理（GEC）培训的非医师临床医生（NPC）。课程侧重于临床知识和技能，没有领导力或教师培训内容。方法：使用柯克帕特里克以学习者为中心的成果框架，描述并评估为期一周的领导力和教学课程是否成功。该课程由GEC提出，并作为专业发展目的的继续教育而实施。参加培训的人员包括GEC在乌干达培训的当前所有15位NPC。参与者参加了为期一周的课程，包括讲座，角色扮演和小组讨论，以及对人格自我评估的完成和分析。评估过程包括立即进行课后调查以衡量学习者的满意度，回顾性，前/后自我评估以及李克特式评分工具来衡量知识的获得，以及为期三个月的跟进调查和结构化访谈以进行衡量结果：所有15个NPC都参加了课程和评估过程。学习者的满意度很高，他们对课程内容，学习量和时间使用的平均评分为9.3（1--10分）。所测得的全部23个能力的课前和课后分数差异为正，表明在所呈递的所有内容中知识积累都是积极的。最后，所有15名参与者分享了课程结束三个月后在实践中运用不同能力的详细示例。最经常提及的主题是“提供和接收反馈”，“授权和分配任务”以及“交流”。讨论/结论：根据Kirkpatrick的框架，本课程是成功的CE干预。在实践中使用最频繁提及的概念是指NPC在这种情况下担当领导角色并使该部门脱离传统医师主导文化的能力。需要进一步的研究和评估方法，重点是文化和个性对领导力教育的影响以及在EM环境下将其转化为实践。

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  • 作者

    Colella, Mariel.;

  • 作者单位

    University of Washington.;

  • 授予单位 University of Washington.;
  • 学科 Continuing education.;Teacher education.;Vocational education.;Health education.;African studies.
  • 学位 Masters
  • 年度 2017
  • 页码 38 p.
  • 总页数 38
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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