Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Evaluating your training - a pragmatic approach. The East of England experience. Lepley, Hockley & Kuhn

50 views

Published on

Presented at LILAC 2010

Published in: Education
  • Be the first to comment

  • Be the first to like this

Evaluating your training - a pragmatic approach. The East of England experience. Lepley, Hockley & Kuhn

  1. 1. Evaluating your training: a pragmatic approach the East of England experience Deborah Lepley, Isla Kuhn, Pauline Hockley
  2. 2. Why do we do what we do?
  3. 3. Herding cats… them  time-poor  not a single cohort (not even multiple cohorts!)  variety of reasons for attending  adult learners
  4. 4. Herding cats… us!
  5. 5. Herding cats… us!  31 libraries across 6 counties  autonomous but collaborative  style and delivery of training sessions  content of session might vary depending on group vs 1-2-1, trainer, IT….
  6. 6. We deliver  A core set of searching skills / techniques:  Boolean  Keyword Searching  Subject Headings / MeSH  Truncation  Explode / Major Descriptors  Using a variety of electronic resources:  National Library for Health (now Health Information Resources / NHS Evidence)  Pubmed  Databases (Medline, CINAHL, Embase, etc)  Cochrane Library  My Journals  TRIP
  7. 7. What we wanted to find out…  Do trainees:  Use resources after training  Use search techniques after training  Do they retain learning?
  8. 8. What we did  Built on our previous Essex study  Developed pre- and post-training evaluations  Pilot using paper surveys  Transfer to Surveymonkey  Region wide roll out
  9. 9. The surveys  Pre-Training  Completed by all trainees prior to training  Assessed baseline knowledge and resource / technique use & awareness  Post-Training  Link emailed 6 weeks after training  Follow up depended on individual trainers  Same questions on resource & technique use  Additional questions on literature searching & impact of training
  10. 10. Who came?
  11. 11. Awareness of resources
  12. 12. Awareness of search techniques
  13. 13. Use of resources
  14. 14. Use of search techniques
  15. 15. Have they used their new skills?  Learning is retained through reinforcement  75% did a literature search after training AND  89% used Subject Headings
  16. 16. What was the impact of training? Had to provide an expert report on one of my patients – I used the search tools and techniques learned on the course updated treatment guides used the training most recently to look at evidence for brief intervention with problem drinkers I was able to complete a systematic review on mifepristone –mistoprostol interval in MTOP Consultant Junior Doctor Occupational Therapist GP
  17. 17. Would you recommend the training?  99% said YES “In fact I already have recommended it! I found it opened up facilities that I didn't know existed.” “Finding what evidence is available in an efficient way is such an important skill. Being able to be confident that if evidence is not found it is not because skills are lacking but that the evidence is not available is also important. This training helps start on that journey.” Junior Doctor A Junior Doctor B
  18. 18. So what?  Hurrah!  we’re making a valuable contribution to the daily work and CPD of these professionals!
  19. 19. So what now?  Improve/update the pre- & post-training questionnaires  MCQs or other tests?  Personalised post-training questions?  Use benefits of http://bit.ly/butwYz  Review training sessions in light of changing resources and skills of learners  Get more sessions translated into online versions and evaluate further
  20. 20. Thank you Deborah Lepley deborah.lepley@nhs.net Isla Kuhn ilk21@cam.ac.uk Pauline Hockley In absentia

×