Cross R1, Lyons M1, Mayers C2
1Liverpool School of Tropical Medicine, Liverpool, United Kingdom, 2York St John University, York, United Kingdom
Background: The Society of Haitian Physiotherapists [SHP] will be welcomed into WCPT membership this Congress. The training of Haitian physiotherapists is in the process of transition between training out of country and attending a national undergraduate course; the first Haitian students will graduate in 2019.
While a number of Haitian physiotherapists have been trained in the supervision of students from nationally recognised rehabilitation technician courses, no formal assessment of training needs has been conducted to prepare for supervision of degree level students.
Reflecting their commitment to WCPT membership, the SHP board invited their relevant membership to a training needs assessment to provide a reliable evidence base for future clinical educator training.
Purpose: To conduct a training needs assessment of all Haitian physiotherapy clinical educators.
1:i To prioritise training needs, and identified preferred method of improvement.
1:ii To place in Haitian context
Methods: Mixed methods were employed to assess and prioritise the training needs.
To provide quantitative data by completing a cross-sectional survey, a modified Hennessy - Hicks Training Needs Analysis Questionnaire was used. It was adapted, using clinical educator guidelines from The Chartered Society of Physiotherapy and the WCPT, academically reviewed and piloted. Paper questionnaires were completed in Haiti face-to-face with the researcher and translator. Data collection was conducted with one group for subjects, one pair and the remainder individually. The data were entered into Excel database, cleaned and analysed using descriptive statistics to display graphs and quadrant graphs.
To provide quantitative data, interviews were used to elucidate further insights from among those who completed the questionnaire. Topic guides develop from a literature review was used for one group interview, and three semistructured interviews followed discussions initiated by subject while completing the questionnaire. All quantitative data were recorded, transcribed, where needed translated and back translated, and analysed using somatic analysis to display mind maps and pertinent quotes.
Results: The sampling frame was n=23, and the response was 52% (n=12). The main findings: on a scale of +/- 7, the average group response shows that the greatest training need is Research (1.53), followed by Supervision and Managerial Skills (0.94). On a scale of 0-7 the importance of all aspects of the questionnaire were valued as high (6.27), with a self-reported high competency (5.72), reflecting low trading needs. There is also a preference for both individual training and organisational change to address those needs (5.5 and 4.59 respectively), with slight preference for individual training throughout the group.
Conclusion(s): Training needs analysis for Haitian physiotherapy clinical educators both individual and group was completed. This can be used for future monitoring and evaluation and curriculum development. Questionnaires from the remaining nonparticipating educators and a focus group discussion based on the quantitative findings would add depth, increasing rigour and improving applicability to Haiti and therefore comparison with physiotherapy clinical educators in parity countries.
Implications: Any future training programme should include research, supervisory and managerial skills and knowledge. No training, however, should be conducted without consideration of the perceived need for organisational change.
Keywords: Haiti, Clinical Educator, Professional Development
Funding acknowledgements: This research gratefully received part funding from The Chartered Society of Physiotherapy, Britain.
While a number of Haitian physiotherapists have been trained in the supervision of students from nationally recognised rehabilitation technician courses, no formal assessment of training needs has been conducted to prepare for supervision of degree level students.
Reflecting their commitment to WCPT membership, the SHP board invited their relevant membership to a training needs assessment to provide a reliable evidence base for future clinical educator training.
Purpose: To conduct a training needs assessment of all Haitian physiotherapy clinical educators.
1:i To prioritise training needs, and identified preferred method of improvement.
1:ii To place in Haitian context
Methods: Mixed methods were employed to assess and prioritise the training needs.
To provide quantitative data by completing a cross-sectional survey, a modified Hennessy - Hicks Training Needs Analysis Questionnaire was used. It was adapted, using clinical educator guidelines from The Chartered Society of Physiotherapy and the WCPT, academically reviewed and piloted. Paper questionnaires were completed in Haiti face-to-face with the researcher and translator. Data collection was conducted with one group for subjects, one pair and the remainder individually. The data were entered into Excel database, cleaned and analysed using descriptive statistics to display graphs and quadrant graphs.
To provide quantitative data, interviews were used to elucidate further insights from among those who completed the questionnaire. Topic guides develop from a literature review was used for one group interview, and three semistructured interviews followed discussions initiated by subject while completing the questionnaire. All quantitative data were recorded, transcribed, where needed translated and back translated, and analysed using somatic analysis to display mind maps and pertinent quotes.
Results: The sampling frame was n=23, and the response was 52% (n=12). The main findings: on a scale of +/- 7, the average group response shows that the greatest training need is Research (1.53), followed by Supervision and Managerial Skills (0.94). On a scale of 0-7 the importance of all aspects of the questionnaire were valued as high (6.27), with a self-reported high competency (5.72), reflecting low trading needs. There is also a preference for both individual training and organisational change to address those needs (5.5 and 4.59 respectively), with slight preference for individual training throughout the group.
Conclusion(s): Training needs analysis for Haitian physiotherapy clinical educators both individual and group was completed. This can be used for future monitoring and evaluation and curriculum development. Questionnaires from the remaining nonparticipating educators and a focus group discussion based on the quantitative findings would add depth, increasing rigour and improving applicability to Haiti and therefore comparison with physiotherapy clinical educators in parity countries.
Implications: Any future training programme should include research, supervisory and managerial skills and knowledge. No training, however, should be conducted without consideration of the perceived need for organisational change.
Keywords: Haiti, Clinical Educator, Professional Development
Funding acknowledgements: This research gratefully received part funding from The Chartered Society of Physiotherapy, Britain.
Topic: Education: clinical; Globalisation: health systems, policies & strategies; Professional issues
Ethics approval required: Yes
Institution: Liverpool School of Tropical Medicine:Republique d'Haiti Université d'Etat
Ethics committee: LSTM Masters Research Ethics Panel :Laboratiore Medicine Ethique et Société
Ethics number: M1836 (LSTM) : Letter of approval (LABMES) Haiti
All authors, affiliations and abstracts have been published as submitted.
