Post on 12-Sep-2018
MEM-TP
Training packages for health professionals to improve
access and quality of health services for migrants and
ethnic minorities, including the Roma
Service contract January 2014 – March 2016
Objectives• Provide overview of issues that are relevant to
developing training for health professionals attending to
migrants and ethnic minorities,
• Assess existing good quality training programmes that
address improving access and quality of care,
• Design a training programme and validated teaching-
learning materials for front-line health care providers to
improve accessibility, quality and appropriateness of
care, and
• Develop and apply a structured process for adapting the
materials to a local situation.
Work packages• WP1: Review migrant and ethnic minorities' situation in the
EU and identify common challenges and best practices to
feed into the training programmes
• WP 2: Training materials development: review existing
training materials
• WP 3: New training package: Training programme for health
professionals and health care providers to improve access
and quality
• WP 4: Implement Training of Trainers and pilot training
programmes
• WP 5: Finalise materials, evaluate pilots, and disseminate
results
Methodology
Desk research
• PubMed, Science Direct, Elsevier,
• Grey literature,
• EU funded projects carried out in the last decade,
• COST Action IS0603 (Health and Social Care for
Migrants and Ethnic Minorities in Europe -
HOME), and
• Cost action IS1103 (Adapting European health
systems to diversity – ADAPT).
Introduction
Challenge presented to health systems
• Increasing migration to the EU
• Substantial ethnic minorities in many Member
States
• Inequalities in health and health care affecting
these groups
• Financial and economic crisis
Need for European and national level actions, such as
training programmes to further capacity-building
Chapter 1: Demographic data on migrants
and ethnic minorities in Europe
• Definitions of terms used,
• Migration developments in Europe from World
War II to the present,
• Basic demographic characteristics,
• Concept of ’ethnic groups’, e.g. the Roma,
Statistics and
information about
ethnic minorities in
Europe, such as the
Roma, was included
in training module 2.
Chapter 2: State of health and health
determinants
• State of health of migrants and ethnic minorities
in Europe
• Determinants of health
• Shortcomings of the present knowledge base
• Overview of most important research findings
• Theoretical frameworks to analyse the
determinants of health problems.
An extensive explanation of the
relevance of ‘up-stream’
determinants of health is included in
training module 2.
Adapted, country-
specific data on health
and health determinants
formed the core content
of training module 2.
Chapter 3: Legal and policy frameworks
• Migrant status: Entitlements and access
• Legal and policy framework at
international, European and national levels
• Gradual shift - Intersectional
- IntersectoralContent of this chapter informed much of
the training material in training module
1 that covers concepts such as diversity,
intersectionality, discrimination and
equality.
Chapter 4: Barriers to access and good
practices to address them
• Demand vs. supply side barriers
(individual vs. organisational/systemic)
• Examples of common barriers
o Poor health literacy
o Practical barriers: e.g. location of services, opening hours, registration, detention centres
o Language
oDiscrimination and distrust
• Descendants of migrants still face barriers
Chapter 5: Factors undermining quality of
health service delivery and good practices
to address them
• Culture Diversity sensitivity
• Culture-related barriers, e.g. professional’s own
prejudice, organisational culture,conceptualisations of illness/health, expectations
• Language – interpretation, working withinterpreter
• Stakeholder participation in planning and
delivery
Chapter 6: Developing a European framework
for collaboration on migrant and ethnic
minority health
Conceptual framework for Migrants and Ethnic Minorities Health in
Europe
Framework for professional collaboration on MEM
Health
Training
organization
Training
organisation
Training
organisation
Training
organisation
Sharing platform
Via the ‘Big Picture’
project, COST ADAPT,
Mighealth Information,
database, knowledge,
skills
BLOG-Discussion page
WP1: Take-home message 1‘Health in all policies’, diversity and intersectionality
• Recognition of multiple layers of diversity (e.g.
migrant status, gender, SES) and 'upstream'
determinants of health
• Socio-economic factors need to be addressed
to tackle health inequalities
E.g. education, labour market participation, housing,
legal situation, migrant status, ethnicity, gender,
religion and sexual orientation
WP1: Take-home message 2Country-adapted training packages
• Numbers and types of migrants vary per
countryDifferent needs and health service priorities
• Training programmes should be adapted at
the national level while covering common
core contents o Health system features
o Migrant population
o Local context
WP1: Take-home message 3Entitlement versus access
• Legislation/policy may guarantee entitlement to
health services for migrants and ethnic
minorities, but not necessarily access
• Targeted services and interventions essential to
ensure
o Access, appropriateness and quality of services
o Access to preventive and health promotion
interventions
WP1: Take-home message 4Barriers – access & quality
Health organisations need awareness of
the barriers that migrants and ethnic
minorities face to ensure equitable access
to and quality of health care o Organisational structure: Professional training,
support and flexibility to tackle barriers
o Primary responsibility with organisations and health
system
Improvements in the quality of care cannot be made
by individual health workers without the support of the
whole organisation
WP1: Take-home message 5Intersectional approach in training
Training materials for health professionals
should reflect and describe the shift towards
'diversity sensitivity' (an intersectional
approach), rather than continuing to teach a
curriculum exclusively focused on ‘cultural’
differences. Avoiding stereotyping or ‘ethnicisation’
WP1:Take-home message 6Intersectoral approach
• Health care systems are just one of a number of
health determinants impacting the health
outcomes of migrants and ethnic minorities
• Health inequalities ask for intersectoral
approach promoting ‘joined-up’ way of working
oClose collaboration with social services,
schools, families, and community
organisations
Aim of the Review
Identify, select and assess existing good
quality training programmes for training
health professionals in Europe, which
address the particular issues related to
improving access and quality of health
care delivery for migrants and ethnic
minorities.
Scope of the Review
o Provide overview of selected training materials
developed and delivered between 2004 and 2013 in
the 28 Member States of the EU
o Analyse the training materials to identify trends,
gaps and success factors
o Assess the training materials using a set of quality
criteria
o Produce a directory of training materials selected
with the quality criteria, and
o Propose recommendations and action guidelines
Review strategy
Literature review
• PubMed and MEM-TP
national contact persons
• Google and Google
Scholar
• Total of references
included = 17
Survey• 28 EU countries contacted: 19 responded
• 7 IOs and NGOs contacted: 3 responded
• 100 templates sent out: 65 received
Both strategies used the same conceptual framework to
collect information (7 domains framework)
Criteria for selecting and analysing information
1.Training description: Aim, objectives,
training needs, training modules
2.Training development and delivery:
General organisation, location, scope,
setting and funding of the programme
3.Participant characteristics: Participants
involved, trainers and trainees.
4.Training approach: Pedagogical approach,
broad conceptual model, focus of the
training
Criteria cont.
5. Educational content: Sensitivity and
awareness, knowledge, knowledge
application, skills
6. Structure of intervention: Method of
delivery and format, frequency and
timing, organisational support
7. Evaluation and outcomes: Evaluation
method used, types of outcomes
measured (for patients, staff and
organisation).Adapted from Horvat, et al (2014) based on seven key domains
Findings
Domain 1: Training description
Training aims
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6
4 4 43
2 2 2 2 2 2 2 21 1 1 1 1
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Improve com
petence of n...
Improve com
petence of he...
Improve intercultural m
edi...
Improve R
oma health
Improve equitable access ..
Improve health care for re...
Improve health care in rec...
Improve m
ental health care
Improve m
other & child he...
Address FG
M
Address transm
issible and...
Address social &
health i...
Improve know
ledge on glo...
Improve know
ledge on mig...
Improve cooperation &
int...
Improve know
ledge on cul...
Medical anthropology
Improve prim
ary health care
Health prom
otion
Improve health care of un...
Address racism
and discr...
1. Training aims
• Most common: Improving competence of
health professionals (nurses) in dealing
with specific health issues (mother and
child care, mental health, transmissible
diseases)
2. Training needs
• Various methods of analysis used
(except epidemiological analysis)
• Few attempts to integrate patient’s
needs with health professional’s needs
or organisation/context analysis
3. Training modules:
• Mainly organised in a small number of
modules (3 – 4 modules)
Findings
Domain 2: Training development
and delivery
1. Developer and deliverer
• Mainly academic institutions and
national/regional government agencies;
to a lesser extent NGOs, international
organisations and professional
associations
2. Setting
• Traditional and typical, such as
university, hospital and primary care,
little evidence of atypical or innovative
training settings
3. Funding
• 1/3 had no funds. Majority received
funds from national or regional
governments; some from international
organisations or European funds
Findings
Domain 3: Participant
characteristics
1. Workforce targeted
• Usually exclusively health professionals
(MDs, nurses); health managers and
decision makers underrepresented
2. Trainers
• MDs, nurses and psychologists largest
group of trainers belonging to health
professions. Others were
anthropologists, intercultural mediators,
experts
3. Involvement
• Low level of involvement of service
users, MEM representatives and local
authorities both in development and
delivery of training programmes
Findings
Domain 4: Approach
1. Pedagogical approach
• Only one third described their pedagogical
approach and theoretical constructs and
principles underpinning it
2. Conceptual framework
• Cultural competence the most frequently
adopted framework, but alternate
approaches (such as intersectionality,
equity and person-centredness) did
emerge
3. Focus of training
• General focus on improving awareness
and expanding knowledge and capacity of
health professionals to be more informed
about migrants’ health and situations. Few
programmes focused on barriers to access
Findings
Domain 5: Educational content
1. Sensitivity and awareness
• Only half covered “self-reflection and self-
critique,” although high reporting of
“understanding individual values, beliefs and
differences.” Low correlation
2. Knowledge
• Mostly migration and right to health care.
Insufficient focus on racism and
discrimination and its impact.
3. Application of knowledge
• Intercultural mediation, health promotion and
patient centeredness reported most; user
participation strategies and intersectoral
approach less
4. Skills
• Focus on interpersonal and intrapersonal
skills, mainly communication skills
Findings
Domain 6: Training course structure
1. Methodology for delivery
• More traditional methods of delivery, such as
lectures, discussions, case scenarios.
Distance online and mixed methods used
less.
2. Formats and duration
• Majority conducted over 1-3 days
3. Organisational support
• Little reporting on links between training and
organisational policies and procedures or
performance management review
4. Certificate and credits
• Low level of CME credits demonstrating low
level of organisational support
Findings
Domain 7: Evaluation and outcomes
1. Evaluation
• Training programmes generally under-
evaluated; when evaluated, generally
reliant on pre-post survey. Absence of
validated tools.
2. Outcomes
• No systematic focus on outcomes. Where
it existed, the focus generally on staff-
related outcomes.
Quality assessment of training programmes
QUALITY DIMENSION CORRELATIONS
• Individual development (effort to inter-
relate individual awareness, knowledge,
skills and behaviour): (37,9%
• Organisational development (effort to link
individual improvements to organisational
development): 25,6%
• Community development (programme
fostered involvement and cooperation with
other professionals and services in
community): 26,1%
• Policy development (programme made an
effort to connect health professional
improvements with existing or improved
policy measures): 19,2%
DIRECTORY OF QUALITY PROGRAMMES
• 40 programmes (out of 65) included
because they scored medium, medium-high
or high.
Quality dimensions
37,9
25,6 26,1
19,2
0
5
10
15
20
25
30
35
40
Individual development Organisational development Community development Policy development
% s
co
re
Distribution of programmes in frequency classes with respect
to the score achieved in all quality dimensions
8
17
19
1011
0
2
4
6
8
10
12
14
16
18
20
Low Medium-low Medium Medium-high High
Nu
mb
er
of
pro
gra
mm
es
WP2: Take-home message 1
• Adopt a holistic and systemic approach in
defining training objectives
• Involve service users and stakeholders in
training development and delivery
• Address training to a multiprofessional
audience, including health managers and
decision makers
• Develop a clear rationale and pedagogical
approach in defining teaching and learning
methods
WP2: Take-home message 2
• Avoid a “recipe” approach with emphasis on
passive acquisition of knowledge of different
ethnic groups
• Integrate cultural competence with alternate
approaches, such intersectionality, equity and
person-centred care
• Link training programmes to key organisational
support mechanisms, such as quality
improvement planning, policy and procedures
WP2: Take-home message 3
• Use a participatory and experiential
method of training delivery
• Focus on outcomes (for patients, staff and
organisation) in training design,
implementation and evaluation
MEM-TP
Training Packages for health professionals to improve
access and quality of health services for migrant and
ethnic minorities including the Roma.
MEM-TP Training Package WP3, WP4 and WP5
WP 3 – New training package: Training programme for health professionals and health care providers to improve access and quality
WP 4 – Implement ToT and pilot training programmes (Romania, Slovakia, Poland, Spain, Denmark, Italy)
WP 5 - Finalise the materials, evaluate pilot trainings, and disseminate results
ESSENTIAL CORE CONTENTS
Module 1: Sensitivity and Awareness
of Cultural and Other Forms of Diversity
Module 2:
Knowledge about Migrants, Ethnic Minorities and
their Health
Module 3:
Professional Skills
Module 4:
Knowledge Application
Additional module 1: Target groups
Additional module 2: Specific health concerns
Title of the
module
Title of the unit
Type of source
Module 1:
Sensitivity and Awareness
of Cultural and Other Forms of Diversity
Unit 1: Diversity
Objectives of the presentation
To introduce key concepts as
• ethnic groups, minorities, migrants and their background.
•intersectionality.
•stereotypes and generalisation
•prejudices and discrimination
Objectives of the activities
To reflect on
Opportunities, difficulties, barriers and strategies for applying the intersectionality concept in the own
professional practice, as well as the own social position / trajectory.
To open a space for
reflection on strategies against discrimination in health care oriented towards cultural and ethnic
diversity.
Unit 2: Intercultural competence and diversity sensitivity
Objectives of the presentation
To introduce the concepts of
•multiculturalism,
• interculturalism,
•cultural competence,
•intercultural competence
• diversity sensitivity,
•health promotion
•Health education
To provide key elements for
•understanding the influence of cultural backgrounds on the perceptions and behaviours of health
professionals and patients.
Objectives of the activities
•To present different concepts related to the topic.
•To introduce the concept of Cultural Awareness and to apply The Process of Cultural Competence in
the Delivery of Healthcare Services Model.
•To identify aspects related to the positive contribution of interculturality and sensitivity to diversity.
Module 2:
Knowledge about Migrants, Ethnic Minorities and their Health
Unit 1: Migrants’ and ethnic minorities’ health problems and health determinants
Objectives of the presentation
•To describe basic demographic characteristics of the current migrant population and ethnic minorities.
•To identify major trends and health concerns in the state of health of migrants and ethnic minorities,
with focus on chronic diseases, communicable diseases, mental health and reproductive health.
Objectives of the activities
•To apply the learnt knowledge to clinical practice.
Unit 2: Migrants’ and ethnic minorities’ use of health care
Objectives of the presentation
To describe the main patterns of use of health care services by migrant population and ethnic
minorities according to the literature.
To identify barriers of access to health care.
Objectives of the activities
To show the previous knowledge of participants about patterns of use of health care of migrants and
ethnic minorities.
To identify barriers of access to health care and strategies to overcome those barriers.
Module 3:
Professional Skills
Unit 1: Intrapersonal skill development
Objectives of the presentation
•To identify key elements in communicating with migrants or ethnic minority patients.
•To recognise techniques related to intrapersonal outcomes aiming to improving health
professional-patient interactions..
Objectives of the activities
To identify
• The role of stereotypes in the communication with migrants and ethnic minorities.
• Communication and intrapersonal skills (empathy, active/reflective listening).
To learn
• the ability to manage stress situations in the health professional-migrant/ethnic minority
patients interaction.
Unit 2: Interpersonal skill development
Objectives of the presentation
To identify
• Barriers and facilitators to communication according to the literature.
• Aspects of conflict regulation and negotiation processes.
Objectives of the activities
•To practice the negotiation and collaboration skills of the participants.
•To offer examples of good practice in the interpersonal communication.
To consider
• the application of the negotiation process to the trainees’ context.
•To think over the behaviors involved in conflict management.
Module 4:
Knowledge Application
Unit 1: Strategies and procedures for people-centered health care services oriented towards cultural and
ethnic diversity
Objectives of the presentation
To introduce the concept of “people-centered health care” and its application in the field of migrants’
and ethic minorities’ health care.
To present various models of health care for migrants and ethnic minorities
To introduce related frameworks
•Human Rights
•social determinants of health
•community participation approaches
•model of intercultural ethics.
Objectives of the activities
To reflect on the opportunities and limitation of different models of health care services and health
policies.
Unit 2: Strategies for planning and implementing actions
Objectives of the presentation
To present strategies for planning and implementing actions related to one’s own
workplace and daily professional practice with migrants and ethnic minorities.
Objectives of the activities
•To open a discussion on experiences, opportunities, and limitations for intercultural
mediation.
•A space for reflection on strategies against discrimination in health care oriented.
•To reflect on the opportunities and limitations for applying organizational change
related to cultural and ethnic diversity in one’s own institutional context.
•To open a reflection on strategies for resolving daily situations in health care
•To identify strategies for implementing health care
Unit 3: Public health, preventative health care and promotion from
multidisciplinary perspectives
Objectives of the presentation
To present strategies and Best Practices related to preventative health care and
promotion
Objectives of the activities
To open a reflection on conflict situations in preventative health care and health
promotion interventions
Unit 4: Quality of health care taking diversity into account
Objectives of the presentation
To present relevant aspects of quality of the health care, assessment
methodologies and strategies.
Objectives of the activities
To open a discussion on experiences, opportunities and limitations of assessment
methods for quality of health care.
Unit 5: Community-based approaches, promotion of user and
community participation and involvement
Objectives of the presentation
To introduce the topic
To introduce the fundamentals of community-based approaches.
To introduce concepts and relevant aspects related to community-based approaches.
Objectives of the activities
To enhance awareness of the concepts 'community' and 'participation'.
To reflect on challenges related to being a migrant, ethnic minority, in European societies and
healthcare system
To reflect on community-based approaches.
To reflect on power/control relationships and the relativity of choices.
Unit 6: Intersectoral approach
Objectives of the presentation
To introduce the concept of “intersectorality” and relevant applications
to health care and health policies.
Objectives of the activities
To identify relevant stakeholders for intersectoral action, as well as
opportunities, barriers, resources and strategies.
Additional module 1: target groups
Unit 1. Ethnic minority groups. Including roma and sinti communities, among them those who migrate
Unit 2: migrants in an ‘irregular’ situation
Unit 3. Refugees and asylum seekers
Unit 4. Vulnerable groups.
Women’s health
Reproductive and sexual health
Trafficked people
Elderly migrants
Migrants in detention centers
Victims of harassment and hate crimes
Financial and economic crisis
Sub-unit. Children’s health
Additional module 2. Specific health concerns
Unit 1. Chronic DiseasesMortality issues in migrant
Cardiovascular diseases
Diabetes
Cancer
Inherited diseases
Transcultural care
Additional module 2. Specific health concerns
Unit 2: Communicable diseases
Tuberculosis
HIV/AIDS
Viral Hepatitis
Sexually Transmissible Diseases
Vaccine for preventable diseases: Measles &
Rubella
Additional module 2. Specific health concerns
Unit 3: Mental HealthMigration and mental health
Process of migration and grief process
Depression
Suicide
Schizophrenia
Addiction
Mental health in Roma population
Additional module 2. Specific health concerns
Unit 4: Sexual and Reproductive Health
Definition of Sexual Health
Features of reproductive and sexual health of migrants and ethnic minorities
Perinatal health
Female Genital Mutilation
Roma Population
Access to cancer screening
Denmark: March 12, March 26 and April 9, 2015
Italy: April 27 – 29, 2015
Poland: April 24 – 26, 2015
Romania: May 25 – 27, 2015
Slovakia: May 18 – 20, 2015
Spain: May 7 – 9, 2015
Pilot training
1. Objectives of the evaluation plan
The evaluation had the following objectives:
1. Assess the training materials.
2. Evaluate the development of the pilot training.
3. Evaluate the opportunities for knowledge transfer.
4. Evaluate the professional profile and training needs of the
participants before and after the training.
5. Assess the quality and satisfaction of the trainees regarding the
teaching activities.
1. Assessment Methodology
The assessment methodology used in each pilot training included two
levels:
Assessment of the training materials by the participants and
coordinators of the pilot trainings, including an evaluation of the
training materials, activities, development of the pilot training and
opportunities for knowledge transfer.
This assessment level is specific for the piloting process.
The objective was to evaluate the quality and appropriateness
of the training materials. Proposals for improvement will be
considered for inclusion in the final version of the training
packages (English version and country versions).
Evaluation of the professional profile, training needs,
quality of teaching and satisfaction by the training
participants. The objective was to pilot the assessment
tools to be applied in future uses of the training package,
and to evaluate the appropriateness of the training
contents in relation to the profile and knowledge level of
the participants.
The participants of the pilot trainings had a double role:
1. As participants of the piloting process, assess the training
materials, and
2. As trainees, follow the evaluation process of professional
profile, training needs, quality of teaching and satisfaction to be
applied in future uses of the training packages.
The following assessment tools were used:
Assessment of training materials
o Training materials questionnaire (participants)
o Template for a qualitative evaluation of the pilot training, training
materials and transference (trainers)
o Qualitative feedback in the website forum (participants)
Evaluation of professional profile, training needs, quality of teaching
and satisfaction.
o Pre-Test: Professional profile and training needs questionnaire
(participants)
o Post-Test: Training needs questionnaire (participants)
o Quality of teaching and satisfaction questionnaire (participants)
• The assessment tools were prepared as online surveys in
the local language, sent to the trainees by means of a
personal e-mail and accessed and analysed by the EASP
team.
The qualitative evaluation of the training materials and knowledge transfer was prepared as a Word template (in English), sent to the trainers by e-mail and analyzed by the EASP team
Preparation of the Piloting
Which authorities did you contact?How would you assess the contact process with the authorities?
Did you experience any obstacles or difficulties?
How many health professionals participated in the training?What are their professional profiles?
How would you assess the contact process with the participants?
Did you experience any obstacles or difficulties?
How did you adapt the training materials?Which contents and/or activities have you added to the core contents?
How would you assess the adaptation process?
Did you experience any obstacles or difficulties in the process?
Evaluation of the MEM-TP Piloting
Country:
Contact:
Please complete the following template, describing the piloting experience in your
country.
Piloting Process
How would you assess the organization of the training sessions in regard to time distribution, venue, and organizational aspects?
Did you experience any obstacles or difficulties?
How would you assess the training sessions in regard to length, time distribution between presentations and activities, and appropriateness of the methodologies?
Did you experience any obstacles or difficulties? Which aspects would you change?
How would you assess the training materials in regard to relevance and adequacy of the contents, length, clarity and understanding, consistency with the objectives, and design?
Did you experience any obstacles or difficulties? Which aspects would you change?
How would you assess the training activities in regard to appropriateness of the methodologies, length, clarity and understanding, and consistency with the objectives?
Did you experience any obstacles or difficulties? Which aspects would you change?
How would you assess the evaluation methodology?
Did you experience any obstacles or difficulties? Which aspects would you change?
Findings, Lessons Learnt and Recommendations
Which are the most important findings and lessons learnt from the training?
Which are your recommendations for the review of the training package and future trainings?
Please attach the training agenda and other relevant documentsfrom your piloting including:1.The trainer manual (consisting of the guidelines, power point presentationsand templates for activities when necessary).2.The trainee’s manual (consisting of the trainee’s guide, copies of slides andtemplates for activities when necessary).3.The list of trainees (including name, affiliations and professional profile).
Preparation of the piloting
Contact with authorities:
Every leader Institution sent out invitation letters describing the course contents and practical matters. The letters were sent to health authorities at different levels, depending on the level of health sector decentralisation in the country.
In Slovakia:
• Slovak medical chamber• Slovak chamber of nurses• Ministry of Health of the Slovak Republic• Slovak Medical University in Bratislava• Slovak Public Health Association • Faculty hospital in Trnava • Regional Hospitals in Piešťany, Skalica, Senica• 4 main university hospitals in Bratislava• Healthy City Trnava office (Committee for health and social issues) • Public Health Authority of the Slovak Republic• 36 Regional Public Health Authorities
In Denmark: • All hospitals in the capital region and the region of Zealand• All municipalities in the capital region and the region of Zealand
In Italy: • Health Departments of the 21 regions and autonomous provinces of Italy.• Each regional health department contacted its local health authorities which
identified the participating health professionals.
In Poland:• Ministry of Health, Department of Science and Higher Education • The chamber of physicians and the chamber of nurses and midwifes
(there are national and local professional chambers in Poland for both types of professions).
• Professional organisations which do not have the status of “chamber”.• Hospitals• Medical Centre for Continuing Education
In Romania:• National authorities (MoH) and District Public Health Directorates
(DPHD) from 6 districts (Botosani, Neamt, Giurgiu, Calarasi, Gorj, Dolj).• National Institute of Public Health (NIPH)
Adaptation of training materials:
• The team of trainers selected by every leader Institution adapted and translated the core
contents.
• Many contents were reorganised and activities changed in some aspects to better fit
the audience and invite their participation.
• Contents from Modules 1 and 3 remained mainly unaltered, although activities were
adapted to include practical cases in local context.
• Module 2, Additional Module 2 and Module 4 were adapted in most cases to include
country-specific data (migrant and ethnic minorities demography, disease patterns,
health determinants, access to health services, local programmes and community
projects)
• Content from Additional Module 1 was inserted when relevant to the local context.
Piloting process
Organisation of the training sessions:
• Denmark (March-April): Three whole days (7+7+6 hours)
• Poland and Italy (April), Spain, Slovakia and Romania (May): Three
consecutive days according to the proposed agenda.
Length, time distribution and methodologies:
• Length of the training sessions was adapted to the local context (breaks, lunch
time…)
• Time distribution between activities and presentations was affected by the
focus on the topics that a country’s trainees were less familiar with.
• Activities and practical experience sharing were very well appreciated, occasionally taking a bit longer than planned in the agenda.
Relevance and adequacy of the contents, length, clarity and
understanding, consistency with the objectives, and design
•Content was found relevant and generated a lot of interesting discussions. Some
parts were not suitable in all national contexts, however. This depended on the trainees’
previous knowledge.
•Many original slides were found to include too much content. It took time to reduce
the number and simplify them.
•Training teams had to adapt training materials during piloting to meet the learning
needs of the audience, following the trainer having developed a better sense of the
overall level of the participants.
•Some contents were oriented to health services management; participants asked
for tools to help them take back to their organisation the knowledge and tools
acquired in the training, and to integrate these into the organisation's aims/vision and daily
practices.
Training activities (appropriateness of the methodologies, length,
clarity and understanding, and consistency with the objectives)
•Depending on the national context, the standardised skills activities did not fit the
learning needs of all health professionals, as these differed according to type of role
and years of experience.
•The methodology allowed participants to be very active and share perspectives and
experiences.
•Activities based on real-life materials (such as participants’ narratives about their
experiences or discussion of real-life transcribed interactions) made it possible to deal
with the full complexity of situations which the trainees may face.
Evaluation methodology
•The evaluation plan is considered appropriate, but faced several challenges in execution.
•The assessment tools were not used adequately by all six countries due to
different circumstances (online format, limesurvey platform, availability of accurate
participant data, lack of information to participants, number and length of questionnaires).
•Centralised management of the four online evaluation questionnaires generated
additional difficulties due to the use of six languages and the number of
participants involved.
Some findings, lessons learnt and recommendations
• Health professionals in the EU countries can have very different educational
profiles and experiences. Adapting to local and professional contexts is key to the
successful uptake of the training. It may be possible to design a training program with
a more flexible approach to encompass the needs of health professionals throughout
EU. Such a design should leave room for extensive adaptations in the local training
material and set-up of the courses.
• The heterogeneity of the trainees adds diversity and brings different
perspectives into the classroom. It also makes it more difficult to target the needs
of participants as regards their professional backgrounds.
• Three consecutive days of training poses a problem for the health services
involved and prevents some professionals from attending.
• A broader coverage to ensure that health professionals with little interest on the
topic are also trained requires a management decision on the relevant levels of
health services to facilitate their participation.
• It may be useful to design two different levels of the training package, one for “ab
initio” trainees and the other for “more expert trainees”.
• Training time was insufficient for the quality and quantity of content that had to
be delivered. The risk of an information overload can reduce the impact of training.
Modules require more time than provided to fully exploit all the training materials and
to allow enough time for further explanation and answering the participants’
questions. There should be always enough time for participant discussions and
sharing experiences.
• There is a need to involve not only health professionals, but also managers and
decision makers.
• The successful involvement of the trainees shows both the trainees’ interest in
learning and the quality of the training materials, methodology and
presentations. The pilot was very useful to test the trainees’ interests, to provide rich
information for them, and to enhance collective work and discussions.
• The multidisciplinary composition of the training teams had a positive effect on
the individual trainers and on the trainees. It opened up views to different
perspectives and understandings on health and healthcare for migrants and ethnic
minorities.
• A new module would be relevant on bringing about organisational change, coupled
with more hard evidence on patient safety and financial arguments for improving
diversity sensitivity and cultural competence at the organisational level.
• Evaluation tools should be simplified and include an additional qualitative part.
1
Name
module 1
Name
module 2
Name
module 3
Name
module 4
Presentation Name
units 1-2
Name
units 1-2
Name
units 1-2
Name
units 1-6
Clarity, understanding and legibility Scale 1-5
Adecuacy of length Scale 1-5
Accuracy Scale 1-5
Credibility Scale 1-5
Consistency between the contents and the objectives Scale 1-5
Quality of design Scale 1-5
Adequacy of images Scale 1-5
Activities
Consistency between the activity(ies) and the objectives Scale 1-5
Please, asses the presentations and activities, where 1 is very low and 5 is very high
Trainees Manual Scale 1-5
Clarity, understanding and legibility Scale 1-5
Adecuacy of length Scale 1-5
Please, asses the trainees manual, where 1 is very low and 5 is very high
Module 1 Module 2 Module 3 Module 4
PRESENTATION: Clarity, understanding and legibility 4,32 4,29 4,30 4,21
PRESENTATION: Adecuacy of length 4,12 4,09 4,08 4,04
PRESENTATION: Accuracy 4,26 4,19 4,26 4,15
PRESENTATION: Credibility 4,30 4,28 4,19 4,26
PRESENTATION: Consistency between the contents and the objectives 4,20 4,14 4,21 4,19
PRESENTATION: Quality of design 4,15 4,16 4,16 4,09
PRESENTATION: Adequacy of images 4,23 4,20 4,19 4,14
ACTIVITIES: Consistency between the activity(ies) and the objectives 4,22 4,14 4,20 4,17
M1 M2 M3 M4
Training Materials results Survey
Phase Process Description Reference models
1Previous
evaluationProfessional profile Training specialist´s demographic and professional record PRIME® - 1994
Aspects to consider
Demographic details.
Previous training and experience.
Objective To improve the program´s efficacy to respond to training needs conditioned by the professional profile of the targeted students.
Method Demographic and professional details on the profile card.
Result Professional profile type matched to the needs analysis, expectations, satisfaction, learning, transference, and impact, in order to elaborate
recommendations for improving the design and development of training activities included in the program.
Who participates in the
evaluation Professionals enrolled in the program.
Dimensions and
indicators of the
evaluation
Demographic data: age, gender, nationality
Previous training (includes basic degrees, certificates, or diplomas obtained; occupation and workplace location)
2
When to evaluate Instrument Prior to the training.When the program begins
Personal and professional information record
INSTRUMENT 1 PARTICIPANT’S PROFESSIONAL PROFILE PROFESSIONAL AND DEMOGRAPHIC PROFILE
Basic Training Received (Educational qualifications – certificates, degrees, diplomas, etc.) Current occupation (position currently occupied and tasks you are responsible for completing) Workplace location (primary care center, level) Year in which basic training certificates, degrees or diplomas were obtained NationalityGender
Country Code Specialisation Total
Italy Medical Doctor
Hygiene and Public
Health 1
Infectious diseases 1
N/A 6
Psychiatry 1
Total Medical
Doctor 9
Nursing First Aid 2
Gynaecology and
Obstetrics 1
N/A 7
Neonatology 1
Pneumology 1
Total Nursing 12
Psychologist N/A 3
Total
Psychologist 3
Social Work N/A 1
Total Social
Work 1
Total Italy 25
Poland Medical DoctorDentist 1
Gynaecology and
Obstetrics 5
Medical Practitioner 2
N/A 4
Neonatology 1
Psychiatry 2
Surgery 2
Total Medical
Doctor 17
Nursing
Gynaecology and
Obstetrics 1
Infectious diseases 1
Midwifery 3
N/A 2
Total Nursing 7
Total Poland 24
Country Code Specialisation Total
Romania Engineer Analyst 1
Total Engineer 1
Jurist N/A 2
Total Jurist 2
Medical Assistant Economist 1
Inspector 3
Medical
Practitioner 8
N/A 2
Total Medical Assistant 14
Medical Doctor Epidemiologist 2
Inspector 1
Medical
Practitioner 8
N/A 1
Total Medical
Doctor 12
Psychologist N/A 2
Total Psychologist 2
Total Romania 31
Slovakia Medical Doctor
Medical
Practitioner 1
N/A 3
Pediatric 1
Public Health 1
Total Medical
Doctor 6
N/A N/A 2
Total N/A 2
Nursing N/A 12
Total Nursing 12
Total Slovakia 20
Country Code Specialisation Total
Spain Medical Doctor Emergencies 1
Medical Practitioner 11
N/A 2
Pediatric 3
Psychiatry 1
Total Medical
Doctor 18
Nursing Emergencies 1
Gynaecology and
Obstetrics 2
Midwifery 2
N/A 5
Pediatric 1
Total Nursing 11
Social Work N/A 1
Total Social Work 1
Total Spain 30
Denmark Medical Doctor N/A 11
Public Health 1
Total Medical
Doctor 12
Nursing Midwifery 1
N/A 15
Total Nursing 16
Social Work Psychiatry 1
Total Social Work 1
Dietician N/A 1
Total Dietician 1
Physiotherapists N/A 8
Total Physiotherapists 8
Total Denmark 38
Total of Participants: 168
IDPhase Process Description Reference models
2Previous
evaluationNeeds Training needs for participant´s skills and expectations
Competences defined
UNE 66181 – 2008
Aspects to
consider
Needs of professionals targeted by the activity
Objective To improve the program´s efficacy to respond to expectations and training needs in a set of defined skills.
Method Questionnaire for the participants at the start of the program to identify the training needs related to their profile.
Activity to identify the student´s expectations about the course and their learning objectives.
Result Lessons learned and recommendations to improve the design and development of the training activities included in
the Program.
Who participates
in the evaluation Professionals enrolled in the Program.
Dimensions and
indicators of the
evaluation
Students´ expectations related to the usefulness of the learning experience during the specific practicals in the
program.
Training needs identified in the Program´s target population.
Information about training expectations and needs identified in the Program´s target population.
When to evaluate Instrument Prior to the training Post-training
Questionnaire related to the participant’s profile
INSTRUMENT 2.
QUESTIONNAIRE ON THE PROGRAM’S NEEDS
This is an anonymous and confidential questionnaire.
Your opinions will contribute to improving the quality of training this Program provides,
and we thank you in advance for your collaboration.
2
Following is a list of the training program’s core contents. We would like to know how
useful they are to you in carrying out your work:
Please rate on a scale of 0 to 5, with 0 indicating not at all useful and 5 very useful
Not at all useful: absolutely unnecessary for carrying out tasks related to my position
Very useful: Essential for carrying out tasks related to my position.
MODULE 1: SENSITIVITY AND AWARENESS OF CULTURAL AND OTHER FORMS OF DIVERSITY.
Cultural and other important types of diversity (cultural diversity refers to the plurality of cultural identities, population groups and
societies).
Intersectionality (intersectionality refers to the way migration status, ethnicity, class, gender, sexual orientation, ability status or other
aspects interact, shaping the social situation and lived experience of the person).
Construction of discrimination and stigma
Improving the minorities knowledge about their health rights and fighting discrimination and stigma
Influence of cultural backgrounds on health professionals’ and patients’ perceptions and behaviours
Addressing one’s own identity and prejudices;
Identifying aspects related to the positive contribution of interculturality and diversity sensitivity.
Developing strategies for health promotion and health education based on cultural diversity and interculturality.
3
MODULE 2: KNOWLEDGE ABOUT MIGRANTS, ETHNIC MINORITIES AND THEIR HEALTH
Social context of migrants and ethnic minorities
Social determinants of health
Needs and frequent types of health problems of migrants and ethnic minorities.
Morbidity and mortality patterns
Patterns of health services usage
Barriers of access to health care
MODULE 3: PROFESSIONAL SKILLS
Key elements in communicating with migrants or ethnic minority patients
Communication and intrapersonal skills (Empathy, Active/Reflective listening)
Barriers and facilitators to communication
Negotiation/collaboration
Conflict management
Breaking bad news
MODULE 4: KNOWLEDGE APPLICATION
People-centered approaches in health care for migrants and ethnic minorities
Health care oriented towards cultural and ethnic diversity
Health prevention and promotion oriented towards cultural and ethnic diversity
Reduction of health inequalities
Access to and quality of health care for migrants and ethnic minorities
Community-based approaches and promotion of the users' and communities’ participation and involvement
Intersectoral action for health (intersectoral action for health refers to actions undertaken by sectors outside the health sector, possibly, but not
necessarily, in collaboration with the health sector).
Please express the degree to which you would agree with the following
statements regarding the Program’s objectives
Please rate on a scale of 0 to 5, with 0 indicating “absolutely disagree” and 5 “totally agree”
1.I Understand:
The concepts of “culture”, “ethnic groups and minorities”, “migrants” and their background.
The concept of “intersectionality” and “intersectoral action”
The concepts of “stereotypes and generalisations”, “prejudices” and “discrimination”.
The concepts “multiculturalism”, “interculturalism”, “cultural competence”, “intercultural competence” and “diversity sensitivity”,
Basic demographic characteristics of the current migrant population and ethnic minorities.
Major trends and health concerns in the state of health of migrants and ethnic minorities, with focus on chronic diseases, communicable
diseases, mental health and reproductive health.
Social determinants of health of migrants and ethnic minorities.
Main patterns of use of health care services by migrant population and ethnic minorities according to the literature.
Barriers of access to health care.
Key elements in communicating with migrants or ethnic minority patients.Techniques related to intrapersonal outcomes aiming to improving health professional-patient interaction in culturally diverse contexts.
Strategies for planning and implementing actions related to one’s own workplace and daily professional practice with migrants and ethnic
minorities.
Best Practices related to health prevention and promotion oriented towards cultural and ethnic diversity from multidisciplinary perspectives.
Relevant aspects of quality oriented towards cultural and ethnic diversity, assessment methodologies and strategies.
Concepts and relevant aspects related to community-based approaches.
Strategies for developing intersectoral actions.
1. When I work I have the capacity:
To identify barriers and strategies for taking into account intersectionality in the health care practice.
To think over strategies against discrimination in health care oriented towards cultural and ethnic diversity.
To understand the influence of cultural backgrounds on the perceptions and behaviours of health professionals and patients.
To introduce the concepts of “health promotion”, “Health education” and relate them with cultural diversity and interculturality.
To identify aspects related to the positive contribution of interculturality and sensitivity to diversity
To apply the acquired knowledge about health concerns in the state of health of migrants and ethnic minorities, with focus on chronic
diseases, communicable diseases, mental health and reproductive health to clinical practice.
To identify barriers of access to health care and strategies to overcome those barriers
To identify the role of stereotypes in communication with migrants and ethnic minorities.
To identify communication and intrapersonal skills (empathy, active/reflective listening).
To acquire the ability to manage stress situations in the health professional-migrant/ethnic minority patients interaction
To practice the negotiation and collaboration skills
To think over the behaviors involved in conflict management
To apply a model of “people-centered health care” in the field of health care oriented towards cultural and ethnic diversity.
To reflect on the opportunities and limitations for applying organizational change related to cultural and ethnic diversity in the own
institutional context.
To develop health promotion and health prevention actions oriented towards cultural and ethnic diversity.
To apply quality assessment methods.
To develop participatory approaches in the field of health care oriented towards cultural and ethnic diversity.
To identify relevant stakeholders for intersectoral action related to the health of migrants and ethnic minorities in the own context, as well as
opportunities, barriers, resources and strategies.
Thank you for completing this questionnaire.
Evaluation of the Professional Profile and Training Needs:
Pre- / Post-Test
• Pre-test
Professional profile
Training needs
Level of understanding
Capacity
• Post-test
Training needs
Level of understanding
Capacity
Professional Profile Spain
Spain Medical Doctor Emergencies 1
Medical Practitioner 11
N/A 2
Pediatric 3
Psychiatry 1
Total Medical Doctor 18
Nursing Emergencies 1
Gynaecology and
Obstetrics 2
Midwifery 2
N/A 5
Pediatric 1
Total Nursing 11
Social Work N/A 1
Total Social Work 1
Total Spain 30
Training Needs SpainAverage
SpainDPRE (30) POST (25)
MODULE 1
SENSITIVITY AND
AWARENESS OF CULTURAL
AND OTHER FORMS OF
DIVERSITY
Cultural and other important types of diversity 3,79 4,42 0,624
Intersectionality 3,83 4,46 0,631
Construction of discrimination and stigma 3,74 4,39 0,651
Improving the minorities knowledge about their health rights and fighting discrimination and stigma4,04 4,36
0,324
Influence of cultural backgrounds on health professionals’ and patients’ perceptions and behaviours4,10 4,40
0,297
Addressing one’s own identity and prejudices 3,93 4,60 0,669
Identifying aspects related to the positive contribution of interculturality and diversity sensitivity3,90 4,40
0,503
Developing strategies for health promotion and health education based on cultural diversity and
interculturality4,28 4,28
0,004
MODULE 2
KNOWLEDGE ABOUT
MIGRANTS, ETHNIC
MINORITIES AND THEIR
HEALTH
Social context of migrants and ethnic minorities 3,48 4,42 0,934
Social determinants of health 3,72 4,36 0,636
Needs and frequent types of health problems of migrants and ethnic minorities3,69 4,16
0,470
Morbidity and mortality patterns 3,41 4,32 0,906
Patterns of health services usage 3,62 4,04 0,419
Barriers of access to health care 3,69 4,20 0,510
MODULE 3
PROFFESSIONAL
COMPETENCES
Key elements in communicating with migrants or ethnic minority patients 3,96 4,48 0,516
Communication and intrapersonal skills (Empathy, Active/Reflective listening) 4,07 4,52 0,449
Barriers and facilitators to communication 3,96 4,52 0,556
Negotiation/collaboration 3,89 4,48 0,587
Conflict management 3,93 4,52 0,591
Breaking bad news 3,89 4,16 0,271
MODULE 4
KNOWLEDGE APPLICATION
People-centered approaches in health care for migrants and ethnic minorities3,79 4,28
0,494
Health care oriented towards cultural and ethnic diversity 3,86 4,28 0,423
Health prevention and promotion oriented towards cultural and ethnic diversity3,82 4,40
0,579
Reduction of health inequalities 4,07 4,36 0,289
Access to and quality of health care for migrants and ethnic minorities 4,00 4,16 0,160
Community-based approaches and promotion of the users' and communities’ participation and
involvement4,00 4,32
0,320
Intersectoral action for health 3,61 4,30 0,697
Results Pre-/Post-Test Spain
0,00
0,50
1,00
1,50
2,00
2,50
3,00
3,50
4,00
4,50
5,00
Cultura
l and
oth
er
imp
ort
ant…
Inte
rse
ctiona
lity
Constr
uction o
f dis
crim
ina
tion…
Impro
vin
g the
min
ori
ties…
Influence o
f cultura
l …A
ddre
ssin
g o
ne’s
ow
n identity
…Id
entify
ing
aspects
rela
ted
to…
Develo
pin
g s
trate
gie
s f
or…
So
cia
l co
nte
xt
of m
igra
nts
an
d…
So
cia
l d
ete
rmin
an
ts o
f health
Need
s a
nd fre
quen
t ty
pe
s o
f…M
orb
idity a
nd m
ort
alit
y p
attern
sP
attern
s o
f he
alth s
erv
ices…
Ba
rrie
rs o
f access to h
ealth c
are
Ke
y e
lem
ents
in…
Com
munic
atio
n a
nd…
Ba
rrie
rs a
nd fa
cili
tato
rs to
…N
ego
tiation
/colla
bo
ration
Conflic
t m
an
age
ment
Bre
akin
g b
ad n
ew
sP
eople
-cen
tere
d a
ppro
ach
es…
Health
ca
re o
riente
d tow
ard
s…
Health
pre
ven
tion a
nd…
Redu
ction o
f he
alth
ineq
ualit
ies
Acce
ss to a
nd q
ualit
y o
f he
alth
…C
om
munity-b
ased a
ppro
aches …
Inte
rse
cto
ral actio
n for
hea
lth
The c
oncepts
of “c
ulture
”, …
The c
oncept
of …
The c
oncepts
of “s
tere
oty
pes …
The c
oncepts
…B
asic
dem
ogra
phic
…M
ajo
r tr
end
s a
nd h
ealth
…S
ocia
l d
ete
rmin
an
ts o
f health…
Main
pa
ttern
s o
f u
se o
f health…
Ba
rrie
rs o
f access to h
ealth c
are
Ke
y e
lem
ents
in…
Tech
niq
ues r
ela
ted
to
…S
trate
gie
s f
or
pla
nnin
g a
nd …
Be
st P
ractice
s r
ela
ted to
…R
ele
vant
aspects
of qu
alit
y…
Conce
pts
and r
ele
va
nt…
Str
ate
gie
s for
de
velo
pin
g…
To id
entify
barr
iers
an
d…
To th
ink o
ver
str
ate
gie
s…
To u
nders
tan
d the in
fluence o
f…T
o intr
oduce t
he c
oncepts
of …
To id
entify
aspects
re
late
d to…
To a
pply
the a
cquir
ed…
To id
entify
barr
iers
of access…
To id
entify
th
e r
ole
of…
To id
entify
com
mun
ication a
nd…
To a
cq
uire
the
abili
ty to
…T
o p
ractice n
egotiation
and…
To th
ink o
ver
behavio
rs…
To a
pply
a m
odel of “p
eople
-…T
o r
efle
ct on
the
opp
ort
un
itie
s…
To d
evelo
p h
ealth
pro
motio
n…
To a
pply
qu
alit
y a
ssessm
en
t…T
o d
evelo
p p
art
icip
ato
ry…
To id
entify
rele
vant…
Item Average - Spain
PRE (30) POST (25)
Level of Understanding
I understand:
The concepts of “culture”, “ethnic groups and minorities”, “migrants” and
their background3,62 4,44
0,819
The concept of “intersectionality” and “intersectoral action” 3,29 4,48 1,194
The concepts of “stereotypes and generalisations”, “prejudices” and
“discrimination”3,62 4,64
1,019
The concepts “multiculturalism”, “interculturalism”, “cultural competence”,
“intercultural competence” and “diversity sensitivity”3,59 4,54
0,955
Basic demographic characteristics of the current migrant population and
ethnic minorities3,45 4,12
0,672
Major trends and health concerns in the state of health of migrants and
ethnic minorities, with focus on chronic diseases, communicable diseases,
mental health and reproductive health
3,62 4,36
0,739
Social determinants of health of migrants and ethnic minorities 3,59 4,56 0,974
Main patterns of use of health care services by migrant population and
ethnic minorities according to the literature3,52 4,32
0,803
Barriers of access to health care 3,52 4,40 0,883
Key elements in communicating with migrants or ethnic minority patients 3,62 4,52 0,899
Techniques related to intrapersonal outcomes aiming to improving health
professional-patient interaction in culturally diverse contexts3,76 4,52
0,761
Strategies for planning and implementing actions related to one’s own
workplace and daily professional practice with migrants and ethnic
minorities
3,59 4,32
0,734
Best Practices related to health prevention and promotion oriented towards
cultural and ethnic diversity from multidisciplinary perspectives3,66 4,40
0,745
Relevant aspects of quality oriented towards cultural and ethnic diversity,
assessment methodologies and strategies3,52 4,43
0,918
Concepts and relevant aspects related to community-based approaches 3,71 4,20 0,486
Strategies for developing intersectoral actions 3,30 4,29 0,995
Average
SpainDPRE (30) POST (25)
Capacity
When I work I have the
capacity:
To identify barriers and strategies for taking into account intersectionality in the health care
practice3,21 4,04
0,826
To think over strategies against discrimination in health care oriented towards cultural and
ethnic diversity3,24 4,04
0,799
To understand the influence of cultural backgrounds on the perceptions and behaviours of
health professionals and patients3,48 4,32
0,837
To introduce the concepts of “health promotion”, “health education” and relate them with cultural
diversity and interculturality3,62 4,29
0,671
To identify aspects related to the positive contribution of interculturality and sensitivity to
diversity3,68 4,16
0,481
To apply the acquired knowledge about health concerns in the state of health of migrants and
ethnic minorities, with focus on chronic diseases, communicable diseases, mental health and
reproductive health to clinical practice.
3,39 4,12
0,727
To identify barriers of access to health care and strategies to overcome those barriers3,25 3,88
0,630
To identify the role of stereotypes in communication with migrants and ethnic minorities3,37 4,08
0,710
To identify communication and intrapersonal skills (empathy, active/reflective listening3,64 4,36
0,717
To acquire the ability to manage stress situations in the health professional-migrant/ethnic
minority patients interaction3,39 4,12
0,727
To practice negotiation and collaboration skills 3,57 4,24 0,669
To think over behaviors involved in conflict management 3,61 4,20 0,593
To apply a model of “people-centered health care” in the field of health care oriented towards
cultural and ethnic diversity3,71 4,44
0,726
To reflect on the opportunities and limitations for applying organizational change related to
cultural and ethnic diversity in the own institutional context.3,46 4,12
0,656
To develop health promotion and health prevention actions oriented towards cultural and ethnic
diversity3,64 4,16
0,517
To apply quality assessment methods 3,25 3,80 0,550
To develop participatory approaches in the field of health care oriented towards cultural and
ethnic diversity3,21 4,00
0,786
To identify relevant stakeholders for intersectoral action related to the health of migrants and
ethnic minorities in the own context, as well as opportunities, barriers, resources and strategies
3,32 3,92
0,599
Average
SpainDPRE (30) POST (25)
1. Teaching quality feedback questionnaire (face-to-face Course)
Course Information
Title:
Coordinators:
Secretary:
Indicate on a scale from 0 to 10, where 0 represents the most negative valuation possible (poor quality, totally dissatisfied, etc.), and 10 is the highest possible score (excellent quality,
total satisfaction, etc). If you are unable to give a response, please use DK (don´t know)
Evaluation of the FACE-TO-FACE PHASE
A. OBJECTIVES
P1. Clarity of the objectives outlined in the course schedule 0 1 2 3 4 5 6 7 8 9 10 DK
P2. Level of attainment of the proposed learning objectives 0 1 2 3 4 5 6 7 8 9 10 DK
B. THEMATIC CONTENT
P3. Suitability of the content developed for achieving the course objectives 0 1 2 3 4 5 6 7 8 9 10 DK
P4. Adequacy of the structure and organization of the course content 0 1 2 3 4 5 6 7 8 9 10 DK
C. LEARNING-TEACHING METHODOLOGY
P5. Suitability of the methodology for fulfilling the course objectives 0 1 2 3 4 5 6 7 8 9 10 DK
P6. How useful did you find the practical cases used in the course? 0 1 2 3 4 5 6 7 8 9 10 DK
P7. Quality of the teaching resources used on the course 0 1 2 3 4 5 6 7 8 9 10 DK
P8. Quality of support provided by the EASP Online Platform0 1 2 3 4 5 6 7 8 9 10 DK
D. BIBLIOGRAPHY
P9. Relevance of the course bibliography 0 1 2 3 4 5 6 7 8 9 10 DK
4
LABEL QUESTION AVERI
GE
P1 Clarity of the objectives outlined in the course schedule 9.85
P2 Level of attainment of the proposed learning objectives 9.35
P3 How useful did you find the practical cases used in the course? 9.40
P4 Adequacy of the structure and organization of the course content 9.85
P5 Suitability of the methodology for fulfilling the course 9.85
P6 How useful did you find the practical cases used in the course? 9.35
P7 Quality of the teaching resources used on the course 9.40
P8 Quality of support provided by the EASP Online Platform 9.35
P9 Relevance of the course bibliography 9.60
P10 Quality of the course coordination (program design, organization of the teaching staff, and methodology) 9.90
P11 Efficiency of the course administration (Course logistics, attention given to the participants etc.) 9.95
P12 Level of expertise of the teaching staff in relation to the course content 9.90
P13 Quality of theoretical presentations given by the teaching staff 9.40
P14 Quality of the methodological skills of the teaching staff 9.90
P15 Adaptability of the teaching staff to the needs of the group 9.85
P16 Suitability of individual guidance given by the teacher 9.90
P17 Encouragement given by the teaching staff in terms of student participation in the teaching activities 9.95
P18 The extent to which the teacher has displayed different points of view with regard to the given topics 9.95
P19 Quality of the treatment given to students on the part of the teaching staff 9.45
P20 Noteworthy aspects of the teaching team: Write: Name of the teacher / outstanding aspects (positive or
negative)
9.95
P21 How do you rate the level of learning that you have achieved throughout this course? 9.20
P22 Usefulness of the course for your professional activities 9.80
P23 In general, how satisfied are you with this course? 9.95
P24 To what extent has this course met your expectations? 9.85
Cursul mi-a intrecut
asteptarile din toate
punctele de vedere, in
sens pozitiv, fireste
Mulţumiri pentru tot. Cunoştinţele
oferite sunt utile şi vreau să ne
invitaţi şi la alte cursuri necesare
pentru activitatea noastră.
Excelent Adriana, Mariana
si Alexandra.
Asteptam mai mult de la
Luminita.
a fost o experienta
foarte frumoasa
am identificat probleme
la care nici nu ma
gandeam
am identificat metode
de rezolvare
problemele legate dev
sanatate sunt comune
cu populatia generala
am identificat bariere
(P25)
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