Practicing Physician Education in Geriatrics: Lessons Learned from a Train-the-Trainer Model

2007 ◽  
Vol 55 (8) ◽  
pp. 1281-1286 ◽  
Author(s):  
Sharon A. Levine ◽  
Belle Brett ◽  
Bruce E. Robinson ◽  
Georgette A. Stratos ◽  
Steven M. Lascher ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Physician Education ◽  
Train The Trainer

scholarly journals 2389

2017 ◽  
Vol 1 (S1) ◽  
pp. 38-39
Author(s):  
Molly Wasko ◽  
Elaine Morrato ◽  
Nicholas Kenyon ◽  
Suhrud Rajguru ◽  
Bruce Conway ◽  
...  
Keyword(s):  
Best Practices ◽  
Network Capacity ◽  
Lessons Learned ◽  
Academic Medical Centers ◽  
Conference Calls ◽  
Train The Trainer ◽  
Medical Centers ◽  
Academic Medical ◽  
Teaching Team ◽  
The Impact

OBJECTIVES/SPECIFIC AIMS: The goal of this abstract/presentation is to share lessons learned from participation in the NIH SBIR I-Corps Train-The-Trainer Program, discuss our experiences offering programs at our local institutions, and communicate our plans to develop an I-Corps@NCATS program that can be disseminated across the CTSA network. We believe that an I-Corps@NCATS program will enhance the process of scientific translation by taking best practices from NSF I-Corps and adapting the program to meet the needs of biomedical scientists in academic medical centers. By integrating I-Corps@NCATS training, we hypothesize that the clinical and translational investigator base will be better prepared to identify new innovations and to accelerate translation through commercialization. METHODS/STUDY POPULATION: The diverse, interdisciplinary team of investigators involved in this project span 9 CTSA Hubs, including UAB, Rockefeller, UC Denver, HMC-Penn State, UMass, UC Davis, Emory/Georgia Tech, Miami and Michigan. This team was funded by NCATS in 2015–2016 to participate in the CTSA I-Corps Train-The-Trainer Program in conjunction with the NIH-SBIR/STTR I-Corps national program. The goals were to observe the curriculum, interact with and learn from the NSF National Teaching Team and begin implementation of similar programs at our home institutions. Our I-Corps@NCATS team has been holding monthly, and more recently weekly, conference calls to discuss our experiences implementing local programs and to develop a strategy for expanding CTSA offerings that include innovation and entrepreneurship. Our experience revealed several challenges with the existing NSF/NIH I-Corps program offerings: (1) there is no standard curriculum tailored to academic clinical and translational research and biomedical innovations in the life sciences, and (2) the training process to certify instructors in the I-Corps methodology is a much more rigorous and structured process than just observing an I-Corps program (eg, requires mentored training with a national NSF I-Corps trainer). Our team is proposing to address these gaps by taking best practices from NSF I-Corps and adapting the program to create the I-Corps@NCATS Program, tailored to meet the needs of researchers and clinicians in academic medical centers. RESULTS/ANTICIPATED RESULTS: There are 3 primary anticipated results of our project. First, develop a uniform curriculum for the I-Corps@NCATS Program using the National Teaching Team of experts from the NIH’s SBIR I-Corps program. Second, build the I-Corps@NCATS network capacity through a regional Train-The-Trainer Program. Third, develop a set of common metrics to evaluate the effectiveness and impact of the I-Corps@NCATS Program across the community of CTSA Hubs and their respective collaborative networks. DISCUSSION/SIGNIFICANCE OF IMPACT: Over the past 10 years, CTSA Hubs have accelerated science by creating/supporting programs that provide research infrastructure, informatics, pilot funding, education/training, and research navigator services to investigators. These investments help to ensure that we are “doing science right” using the best practices in clinical research. Even so, it is equally important to make investments to ensure that we are “doing the right science.” Are our investigators tackling research problems that our stakeholders, patients, and communities want and need, to make sure that our investments in science have real-world impact? In order to accelerate discoveries toward better health, scientists need to have a better way to understand the needs, wants and desires of the people for whom their research will serve, and how to overcome key obstacles along the path of innovation and commercialization. To fill this gap, we propose that the CTSA Hubs should include in their portfolio of activities a hands-on, lean startup program tailored after the highly successful NSF Innovation Corps (I-Corps) program. We hypothesize that by adapting the NSF I-Corps program to create an I-Corps@NCATS program tailored to medical research, we will better prepare our scientists and engineers to extend their focus beyond the laboratory and broaden the impact of their research. Investigators trained through I-Corps@NCATS are expected to be able to produce more innovative ideas, take a more informed perspective about how to evaluate the clinical and commercial impact of an idea, and quickly prototype and test new solutions in clinical settings.

scholarly journals Building Blocks for Peer Success: Lessons Learned from a Train-the-Trainer Program

2012 ◽  
Vol 26 (1) ◽  
pp. 53-59 ◽  
Author(s):  
Carol R. Tobias ◽  
Alicia Downes ◽  
Shalini Eddens ◽  
John Ruiz
Keyword(s):  
Building Blocks ◽  
Lessons Learned ◽  
Train The Trainer

The Mental Healthiness and Aging Initiative: Lessons from a Social Marketing-Informed Research Campaign in Kentucky

2011 ◽  
Vol 17 (3) ◽  
pp. 18-38 ◽  
Author(s):  
Tina M. Kruger ◽  
Deborah Murray ◽  
Faika Zanjani
Keyword(s):  
Mental Health ◽  
Social Marketing ◽  
Real Life ◽  
Cooperative Extension Service ◽  
Lessons Learned ◽  
Train The Trainer ◽  
Communication Campaign ◽  
Full Color ◽  
Social Advertising ◽  
The Impact

The Mental Healthiness and Aging Initiative (MHAI) was a multifaceted social marketing-informed communication campaign designed to promote community awareness of mental health and aging. We hypothesized that MHAI would extend communication channels, providing a network for rapidly diffusing innovative mental health messages in Kentucky. Key messages discovered during formative research were incorporated into a communication campaign, which included a train-the-trainer curriculum, “Real Life Stories,” social advertising on radio and television, and a 12-month full-color calendar. We evaluated the impact of the train-the-trainer curriculum on the level of mental health and aging knowledge of Family and Consumer Science Agents in the Kentucky Cooperative Extension Service, who later diffused the campaign in local communities. Posttest scores showed a significant improvement ( p = .005) in objective knowledge about mental health and aging. Two months after diffusion of MHAI, a random telephone survey of 744 Kentucky residents found that respondents from the full-intervention counties more frequently reported feeling able to assist older adults with a potential mental illness ( p = .047) compared to residents in either partial intervention counties (social advertising only) or control counties (no contact). Lessons learned through the MHAI project can be applied by community mental health advocates to improve mental health outcomes.

scholarly journals A Youth-Leader Program in Baltimore City Recreation Centers: Lessons Learned and Applications

2017 ◽  
Vol 19 (1) ◽  
pp. 75-85 ◽  
Author(s):  
Angela C. B. Trude ◽  
Elizabeth Anderson Steeves ◽  
Cara Shipley ◽  
Pamela J. Surkan ◽  
Priscila de Morais Sato ◽  
...  
Keyword(s):  
High School Students ◽  
Low Income ◽  
Role Models ◽  
Effective Means ◽  
Lessons Learned ◽  
School Students ◽  
Obesity Epidemic ◽  
Train The Trainer ◽  
Recreation Centers ◽  
American Children

Peer-led interventions may be an effective means of addressing the childhood obesity epidemic; however, few studies have looked at the long-term sustainability of such programs. As part of a multilevel obesity prevention intervention, B’More Healthy Communities for Kids, 16 Baltimore college students were trained as youth-leaders (YLs) to deliver a skill-based nutrition curriculum to low-income African American children (10-14 years old). In April 2015, formative research was used to inform sustainability of the YL program in recreation centers. In-depth interviews were conducted with recreation center directors ( n = 4) and the YLs ( n = 16). Two focus groups were conducted with YLs ( n = 7) and community youth-advocates ( n = 10). Barriers to this program included difficulties with transportation, time constraints, and recruiting youth. Lessons learned indicated that improving trainings and incentives to youth were identified as essential strategies to foster continuity of the youth-led program and capacity building. High school students living close to the centers were identified as potential candidates to lead the program. Based on our findings, the initial intervention will be expanded into a sustainable model for implementation, using a train-the-trainer approach to empower community youth to be change agents of the food environment and role models.

scholarly journals The ELIXIR-EXCELERATE Train-the-Trainer pilot programme: empower researchers to deliver high-quality training

F1000Research ◽  
2017 ◽  
Vol 6 ◽  
pp. 1557 ◽  
Author(s):  
Sarah L Morgan ◽  
Patricia M Palagi ◽  
Pedro L Fernandes ◽  
Eija Koperlainen ◽  
Jure Dimec ◽  
...  
Keyword(s):  
Training Programme ◽  
Lessons Learned ◽  
High Quality ◽  
Instructor Training ◽  
Pilot Programme ◽  
Horizon 2020 ◽  
Train The Trainer ◽  
Training Models ◽  
Learning Principles ◽  
European Training

One of the main goals of the ELIXIR-EXCELERATE project from the European Union’s Horizon 2020 programme is to support a pan-European training programme to increase bioinformatics capacity and competency across ELIXIR Nodes. To this end, a Train-the-Trainer (TtT) programme has been developed by the TtT subtask of EXCELERATE’s Training Platform, to try to expose bioinformatics instructors to aspects of pedagogy and evidence-based learning principles, to help them better design, develop and deliver high-quality training in future. As a first step towards such a programme, an ELIXIR-EXCELERATE TtT (EE-TtT) pilot was developed, drawing on existing ‘instructor training’ models, using input both from experienced instructors and from experts in bioinformatics, the cognitive sciences and educational psychology. This manuscript describes the process of defining the pilot programme, illustrates its goals, structure and contents, and discusses its outcomes. From Jan 2016 to Jan 2017, we carried out seven pilot EE-TtT courses (training more than sixty new instructors), collaboratively drafted the training materials, and started establishing a network of trainers and instructors within the ELIXIR community. The EE-TtT pilot represents an essential step towards the development of a sustainable and scalable ELIXIR TtT programme. Indeed, the lessons learned from the pilot, the experience gained, the materials developed, and the analysis of the feedback collected throughout the seven pilot courses have both positioned us to consolidate the programme in the coming years, and contributed to the development of an enthusiastic and expanding ELIXIR community of instructors and trainers.

Providing Dementia Outreach Education to Rural Communities: Lessons Learned From a Train-the-Trainer Program

2002 ◽  
Vol 21 (3) ◽  
pp. 294-313 ◽  
Author(s):  
Cathleen M Connell ◽  
Sara B. Holmes ◽  
Judith E. Voelkl ◽  
Harriet R. Bakalar
Keyword(s):  
Rural Communities ◽  
Lessons Learned ◽  
Train The Trainer ◽  
Outreach Education

scholarly journals Developing a Training Program for Digital Literacy Coaches for Older Adults: Lessons Learned from the Train-the-Trainer Program

2020 ◽  
Vol 8 (11) ◽  
pp. 62
Author(s):  
Jacqueline Mary McGinty
Keyword(s):  
Older Adults ◽  
Training Program ◽  
Lifelong Learning ◽  
Digital Literacy ◽  
Lessons Learned ◽  
Positive Health ◽  
Train The Trainer ◽  
Critical Issues ◽  
Technology Strategies ◽  
Learning Principles

Social isolation and loneliness are critical issues facing older adults. The COVID-19 pandemic increased isolation among this population, and digital technologies are considered a significant lifeline for older adults adhering to social distancing guidelines. Research has shown that lifelong learning and maintaining social connection during the senior years leads to positive health outcomes. The digital literacy training program addresses isolation and loneliness issues and promotes lifelong learning among older adults. The program's delivery is a train-the-trainer (TT) model. In the TT model for this study, volunteers facilitated eight digital technology lessons after receiving training on adult learning principles, working with older adults, and teaching technology strategies. This article aims to share the results from the TT process and the curriculum implementation from the volunteer trainers' perspectives, called coaches, who participated in the pilot program. The coaches' feedback and the observations made by the researchers offer essential insights into the design and development of a TT model for a technology training program for older adults. The findings suggest improvements for the curriculum and the TT model, including equipping the coaches with tablets at the beginning of the training, providing extended video conference practice, increasing technical support on-site, and expanding step by step instructions for training guides.

scholarly journals Virtual knowledge production within a physician educational outreach program

2011 ◽  
pp. 24-34
Keyword(s):  
Knowledge Production ◽  
Lessons Learned ◽  
Educational Outreach ◽  
Physician Education ◽  
Future Research ◽  
Outreach Program ◽  
Academic Detailing ◽  
Structured Interviews ◽  
Web Conferencing ◽  
Face To Face

This paper describe the impacts and lessons learned of using conferencing technologies to support knowledge production activities within an academic detailing group. A three year case study was conducted in which 20 Canadian health professionals collaborated on developing educational outreach materials for family physicians. The groups communicated in face-to-face, teleconferencing, and web-conferencing environments. Data was collected over three years (2004-2007) and consisted of structured interviews, meeting transcripts, and observation notes. The analysis consisted of detailed reviews and comparisons of the data from the various sources. The results revealed several key findings on the on the impacts of conferencing technologies on knowledge production activities of academic detailers. The study found that: 1) The rigid communication structures of web-conferencing forced group members to introduce other tools for communication 2) Group discussions were perceived to be more conducive in face-to-face meetings and least conducive teleconferencing meetings; 3) Web-conferencing had an impact on information sharing; 4) Web-conferencing forces group interaction “within the text”. The study demonstrates the impacts and lessons learned of academic detailing groups collaborating at a distance to produce physician education materials. The results can be used as the bases for future research and as a practical guide for collaborative academic detailing groups working within a virtual collaborative and educational environment.

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