Report on Training

D7. Review

Report on Training

& Redefine Needs

Preamble

‘The unexamined life is not worth living.’

Socrates

In this section we take a look at 2 main activities – constructing a report on training (if needed) and assisting GPs to identify new or changed needs.

Report on Training

Trainers may need to provide evidence and information about training in the form of a report. It is useful to have some minimum documentation (training description, participation data, evaluation) in order to inform others and as a record for future use.

Deciding what to include in a report will obviously vary according to context such as how the training arose, what type of training was undertaken and resourcing etc. The following table provides a check-list of items for consideration.

ITEMS

Overview / ·  Spell out concisely and clearly what the report is about, who it is for, what requirements are addressed, what are the main findings and actions recommended.
Antecedent factors / ·  How was the training initiated? Was there a needs assessment and if so, what did it indicate?
·  What funding arrangements and requirements - who ?
·  How were trainers recruited and what orientation was given?
·  What marketing was carried out, how many participants?
Training description / ·  How was the training structured?
·  What were the goals and objectives?
·  What mode of training was offered - over what time period and at what cost?
·  What resources/materials were used - cost?
·  What activities and assessment strategies were used?
Evaluation / ·  What evidence is there for meeting needs and that learning has occurred ?
·  Any limitations of the evaluation and any possible bias - validity, reliability & generalisability of findings
·  What did participants say about the training - what did trainers say?
·  What evidence is there that the training has influenced what GPs do?
·  What was the participation/completion rates?
·  What about unintended outcomes?
Recommend-
ations / ·  Key ones (link to evidence/information) i.e. Do you recommend support for continuation or improvements to future programs? What about non-training options to improve service delivery and development?
Appendices / ·  Needs assessment, blueprint/timetable, samples - activities, feedback, evaluation tools used, costings.

DEBRIEFING

If the above are not applicable, it is likely that informal debriefing will provide useful insights into the training process and outcomes. Questions posed in D6, page 6 and some of the above questions may provide constructive prompts.

Redefine Needs

New or changed needs may emerge as training progresses or may be a very obvious outcome of the training experience.

Evaluation tools in the RACGP Learning Plan ask GPs to consider how well their learning needs have been met and also to comment on new or redefined needs. This summative reflection asks GPs to consider whether or not the learning has influenced clinical practice and what barriers they encountered (and ways to overcome them). The Learning Plan documentation provides for an ongoing cycle of doing and improving that is GP generated.

Hopefully the training process will utilise this approach in order to best meet the needs of GPs.

Summary

1.  Reporting on training may or may not be a requirement: evidence and information collected during delivery as well as documentation prior to delivery is likely to form the basis of a report.

2.  It helps to have some form of ‘debriefing’.

3.  In the light of a training experiences(s), GPs should be in a good position to examine current and future needs. Trainers can assist GPs by discussing options/actions.

Resource Kit for GP Trainers on Illicit Drug Issues

D7: Review – Report on Training & Redefine Needs