Ms. Mariella Bombagi Ms. Rebecca Cachia Fearne Dr. Mario R. Sammut A Training Needs Analysis of...
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Transcript of Ms. Mariella Bombagi Ms. Rebecca Cachia Fearne Dr. Mario R. Sammut A Training Needs Analysis of...
Ms. Mariella Bombagi
Ms. Rebecca Cachia Fearne Dr. Mario R. Sammut
A Training Needs Analysis of Health Professionals inMalta’s Primary Health Department:A boon or a bane?
Malta
Population: 409,000
(UN, 2009)
Capital city: Valletta
Area: 316 sq km (122 sq
miles)
Major Language: Maltese, English
Major Religion: Roman Catholic
Primary Health Care in Malta
In Malta, primary health care is provided by the public and the private sectors.
In the public sector, PHC is delivered through 8 health centres;
3 of which offer 24 hour medical and nursing care.
Other health care services offered during the day from thesecentres include: primary child health and immunisation,maternity health, migrant health, physiotherapy, podology,speech therapy and pharmacy services.
The Practice Development Unit and the Specialist Training Programme in Family Medicine (STPFM) are responsible for
theeducation of primary health professionals.
Assistance to health professionals
working within the department intheir continuing professional androle development.
Organisation of educationalactivities in the form of lectures,seminars and a biennial primaryhealth conference.
Following Malta’s accession to the
EU in 2004, family medicine wasaccepted as a specialty - STPFM is
athree-year programme based infamily practice and taught by GPtrainers, while supplemented byattachments with appropriatehospital specialties.
The Practice Development Unit and the Specialist Training Programme in Family Medicine (STPFM)
Aim and Objectives of the Study Aim To conduct a training needs analysis amongst health
care professionals (HCPs) within the Maltese Primary Health Department.
Objectives To analyse the specific topics/subjects which the HCP
would like to be more knowledgeable on. To identify the factors that are encouraging HCPs to
attend training To investigate the barriers that are inhibiting HCPs from
attending in-service training. To explore what can be done to eliminate these barriers. To identify the preferred learning formats and methods
by HCPs
Background to the StudyTraining Needs Analysis
The first step in a cyclical process
Contributes to the overall training and education strategy of staff in an organisation or professional group
Barbazette, J. (2006) Training needs
Assessment: Methods, Tools and Techniques. Pfeiffer, U.S.A.
Methodology A questionnaire composed of 12
questions was formulated after reviewing relevant literature. A covering letter was attached.
Approval to conduct the TNA questionnaire was given by the Primary Health Director. No ethical approval was needed since no sensitive personal data was gathered.
A pilot study was conducted in one health centre with a range of HCP’s. Necessary changes in the tool were implemented.
A prize raffle was used as an incentive to encourage participation in this survey.
Target Population
Total Number of HCP (N=504)
Respondents Number (n) Percentage (%)215 43
Nurses & Midwives 178 99 56
Medical Pract. 98 28 28
Auxiliary Staff 71 31 44
SLP 66 11 17
Pharmacy Prof 42 21 50
Podologists 16 6 37
Dentists & Den. Hyg 15 9 60
Physiotherapists 12 10 83
Length of Time for all HCP’s working within Primary Health
23%
18%
17%
17%
2% 3%
20% Less than a year
1- 5 yrs
6- 10yrs
11- 15yrs
16- 20yrs
21- 25yrs
More than 26yrs
Preferred HealthRelated Topics
010203040
5060708090
Asthma Diabetes Burns CommunicationSkills
Wound Care Pre-Hospital
%
Medical Pract. Nurses Auxiliary Staff
Why should I attend the course?
0 10 20 30 40 50 60 70
Programme Topic
Lecturer
Course Material
Certificate
Time- in- lieu
Length of Programme
Location
Refreshments
% of Health Professionals
What other factors are conducive to participation?
0 5 10 15 20 25 30 35 40 45 50
Comfortable premises
Central area
Parking facilities
Teaching facilities
Good staff complement
Accumulation of CPD/ CME points
At the workplace
Small groups
Being informed
During working hours
IT in workplace
Health Care Professionals
Obstacles to in-trainingparticipation
0102030405060708090
100
Lack of Time Unaware ofexistingcourses
Shortage ofstaff
Courses notrelevant
OtherCommitments
%
Auxiliary Staff Dentists & Hyg. SLP Medical Pract.
Nurses & Midwives Physiotherapists Podologists Pharm Staff
Obstacles to in-training participation according to one’s practice
“Concession to close pharmacy…”
Pharmacy Professionals (n=3)
“Lectures need to be repeated…”
Nurses & Midwives (n=18)
How can training be improved?
0 10 20 30 40 50
Relevant & Interesting Topics
Repitition of Lectures
Practical Approach
Case-study Approach
Discussion Approach
IT in workplace
Monthly Lectures
Regular updates
EU Exchange visits
Health Care Professionals
Types of Learning Approaches
01020304050607080
Half-Day Full-Day Practical Discussion 1-2hrLectures
%
Auxiliary Staff Dentists & Hyg. SLP Medical Pract.
Nurses & Midwives Physiotherapists Podologists Pharm Staff
Conclusion
The TNA revealed information important to the PHD’s training and educational strategy namely:
1. The programme topic and having a centralised, comfortable venue for in-service training are factors that may positively influence a health professional's decision to attend.
2. Participation may be further increased if lectures are repeated and the chosen topics are relevant to one’s profession.
3. Lack of time, not being informed of existing courses, shortage of staff, and other commitments are all obstacles that hinder participation to training, for all professions.
4. As to the preferred learning approach, auxiliary staff, medical practitioners, nurses & midwives, physiotherapists and pharmacy staff prefer 1-2 hr lectures, dentists, dental hygienists and podologists prefer a practical approach and SLP prefer a half day seminar/course.
THANK YOU !!