Training of Trainers Program in IPE for Health Professionals

Overview

This study aims to develop a training program for academicians and clinicians who educate health professionals. The program focuses on enhancing the knowledge, skills, and attitudes needed for interprofessional education and collaborative practice. The Training of Trainers Program (TTP) was conducted between February 20 and 24, 2024, and consisted of two phases: three days of online interactive theoretical training followed by two days of face-to-face practical training. The practical training included scenario-based group activities designed to develop professional skills in a collaborative environment. Participants were assessed using multiple tools, including demographic data forms, reflection and group assignments, and multiple-choice questions. Results showed that the TTP significantly improved competencies in areas such as teamwork, communication, leadership, ethics, and patient care. The program also received high satisfaction ratings from participants, highlighting the quality of the enrollment process, training content, and overall program effectiveness.

Study Design Summary: This study utilized a quasi-experimental design conducted between June 2023 and March 2024, following the principles of the Declaration of Helsinki. Ethical approval was obtained from the İzmir Democracy University Non-Interventional Ethics Committee (Approval No. 2023/97). The study was supported by TÜBİTAK under program 2237\_A with project number 1129B372300447. Training Program Design and Implementation: The Training of Trainers Program (TTP) in Interprofessional Education (IPE) was developed based on a literature review and the ADDIE instructional design model. The program spanned 40 hours, including 24 hours of synchronous online learning and 16 hours of face-to-face applied sessions. Facilitators from various universities and professions (including doctors, nurses, and other health professionals) led the training. The first phase involved three days of online theoretical education focusing on key topics such as IPE competencies, communication, mentoring, and scenario writing. Interactive methods like surveys, gamification, and active learning platforms were used. The second phase consisted of two days of practical face-to-face training with small group work and scenario-based activities to foster interprofessional collaboration and communication. Evaluation Methods: Participants were evaluated using a sociodemographic form, multiple-choice questions, and an IPE Competency Assessment Form (IPE-CAF) with 31 items assessing roles, teamwork, communication, leadership, ethics, and patient relationships. A Training Satisfaction Form with 17 items was also used to gather feedback. Quantitative data were analyzed using SPSS software, with statistical tests like the Wilcoxon signed-rank test and Cronbach\'s alpha for reliability. Qualitative data from open-ended questions were analyzed using descriptive content analysis.