Effectiveness of a Workplace Reintegration Facilitator Training Program on Mental Health Literacy and Workplace Attitudes of Public Safety Personnel: A Pilot Study (Preprint)

BACKGROUND The demands and stressful nature of police work, unpredictability of the calls, and exposure to traumatic events in the line of duty can contribute to the development of operational stress injuries (OSIs) in Public Safety Personnel (PSP). Those impacted by work-related injuries can find themselves needing both time off work and support reintegrating back into the workforce. Work reintegration programs have been introduced in PSP organizations to support those who aim to return-to-work. One such peer-led workplace reintegration program (RP) was created in 2009 by members of the Edmonton Police Service (EPS). The primary goal of the EPSRP is to assist PSP return to work as soon as possible following a critical incident, illness, or injury, while diminishing the potential for long-term psychological injury. The EPSRP is delivered by peers through three interrelated components: 1) Reintegration Program Facilitator Training (RPFT) Program; 2) a short-term Critical Incident RP; and 3) a long-term RP. There is a dire need for research that incorporate strong study designs to determine long-term effectiveness of these components. The purpose of this quasi-experimental pre/post pilot cohort study is to evaluate the effectiveness of the EPS RPFT course at influencing mental health knowledge and attitudes of RPFT attendees. OBJECTIVE This pre/post cohort study collected data via two questionnaires from RPFT participants (N=60). METHODS This pre/post cohort study collected data via two questionnaires from RPFT participants (N=60). Descriptive, parametric, and non-parametric statistics were utilized to compare pre and post RPFT results as well as analyzing results by gender and profession. RESULTS Statistically significant changes were observed in pre/post questionnaire scores in the domains of mental health attitudes and knowledge. CONCLUSIONS The RPFT may facilitate positive changes in mental health attitudes, knowledge, and stigma among PSP.

Peers supporting reintegration after occupational stress injuries: A qualitative analysis of a workplace reintegration facilitator training program developed by municipal police for public safety personnel

Public safety personnel (PSP) are at increased risk of developing operational stress injuries. Peer-led reintegration programs (RPs) for PSP, evidence-based research is lacking. This study explored the experiences of PSP participating in a Reintegration Program Facilitator Training (RPFT) program. Participant ( n = 57) responses were collected from surveys, satisfaction and knowledge questionnaires, and a World Cafe. Four themes emerged: (1) traits of an ideal RF; (2) holistic/complementary workplace reintegration approach; (3) necessary features of the reintegration program; and (4) culture-specific considerations. While RPs hold promise, it is essential that evidence-based research be used to guide RPFT and RP spread and sustainability.

A multi-site study on the impact of an advance care planning workshop on attitudes, beliefs and behavioural intentions over a 6-month period

Background This study evaluated the impact of the adapted version of the Respecting Choices® The Living Matters Advance Care Planning (ACP) facilitator training programme on trainees’ attitudes on facilitation 6 months post-training. Setting and participants Two hundred and twenty-one healthcare professionals consisting of doctors, nurses, medical social workers from different training venues in Singapore participated in the first phase of the study (pre- and post) of which 107 participated in the second phase 6 months later (follow-up). Methods Participants self-rated their attitudes, beliefs and behavioural intentions through surveys at three time points in an evaluation design that utilised repeated measures one-way ANOVA (pre-, post-, follow-up). Between-group differences were also examined using independent t-test. Results At follow-up, mean scores increased significantly in understanding, confidence, and competence. Changes in effect sizes were large. Although trainees continued to think that ACP is emotionally draining for facilitators, more than before, facilitation experience was considered pleasant for themselves with the positive change significant and moderate in effect size. Those who had experience completing/initiating ACP significantly held more positive views than those who did not. Conclusions The ACP facilitator training programme had lasting effects on enhancing the understanding, competence, and confidence of trainees. Importantly, findings showed that experience in actual facilitation within 6 months after training was important and giving trainees opportunities to facilitate is recommended.

PBL facilitator training focusing on the skills of promoting student critical thinking

Background Critical thinking is an essential skill for medical graduates. The aim of the following study is to train the facilitators to boost critical thinking during the PBL sessions. Method Forty PBL facilitators of the college of Medicine, the year 2019-2020, were invited to fill a questionnaire and participate in a workshop. The questionnaire measures the background knowledge of the facilitators about critical thinking. The workshop started with a presentation then followed by exercises to apply different techniques for critical thinking. Results Most of the facilitators (>80%) believe that PBL supports critical thinking. > 50% are using questioning technique. None were aware of any other technique. Following the workshop, > 50% were able to suggest other relevant techniques such as debate, hypothesis and role play. Most of the facilitators admired the activity and requested similar training sessions. Conclusion Facilitators training workshop needs to be tailored toward specific PBL outcomes. Critical thinking is one of the most important targets of PBL. However, facilitators of previous facilitation experience and exposure to general PBL workshops lack the skills to support critical thinking. The currently focused workshop yields promising reflection by the participants' feedback and performance.

Evaluation of the Second Edition of Entering Research: A Customizable Curriculum for Apprentice-Style Undergraduate and Graduate Research Training Programs and Courses

The second edition of Entering Research (ER) is a collection of customizable active-learning activities, resources, and assessment and evaluation tools for use in undergraduate and graduate research training programs and courses. Results from two design and development research studies examining the effectiveness of the second edition of the ER curriculum and a 2-day ER facilitator training workshop are reported. Pilot testing of the second edition of the curriculum at 20 sites across the country (42 unique implementations) with 78 facilitators and 565 undergraduate and graduate research trainees provides evidence that the ER activities are clear and complete and that they were effective in helping trainees gain knowledge or improve their ability to do research. Overall, research training program directors and trainees were satisfied with courses and workshops that incorporated activities from ER. Likewise, evaluation data from four ER facilitator training workshops showed that participants valued the workshop and reported significant gains in confidence in their ability to successfully develop and implement a custom ER curriculum. Together, these results provide evidence that the ER curriculum and training workshop warrant further efficacy, effectiveness, and scale-up research.