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A Training Needs Analysis
of Health Care Providers in the
Primary Health Department:
A boon or a bane?
Ms. Mariella Bombagi
Ms. Rebecca Cachia Fearne
Dr. Mario R Sammut
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Overview
� Background to the study
� Aims and Objectives
� Definition of terms
� Methodology
� Discussion of findings
� Conclusion
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� One of the major roles of the CPD Unit and the Specialist Training Programme in Family Medicine (STPFM) at Primary Health is to organise in-service training to health care providers.
� Due to low staff participation in these educational activities, and to explore how training can be delivered more effectively, the need of conducting a training needs analysis was felt.
Background to the study
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Definition of terms
� Training Need is a shortage of skills or abilities, which could be reduced or eliminated by means of training and development.
� Training Needs Analysisis a series of activities conducted to identify problems or other issues in the workplace, and to determine whether training is an appropriate response.Ref
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Health Care Providers
� Senior Pharmacists, Pharmacists and Pharmacist Technicians -Pharm & Pharm Tech.
� Senior Physiotherapists and Physiotherapists -Physiotherapists� Dentists and dental hygienists -Dentists & Dental Hyg� Nursing Officers and Deputies, enrolled and registered nurses,
and midwives -Nurses & Midwives� Consultants, Senior General Practitioners, General Practitioners
and GP Trainees -Medical Practitioners� Manager, Senior Podologists and podologists -Podologists� Nursing Aides and Health Assistants -Auxiliary Staff� Manager Speech Language Pathologists, senior speech language
pathologists and speech language pathologists -SLP
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Aim and ObjectivesAim� To identify the training needs of health care providers (HCP)
within the Maltese Primary Health Department.
Objectives
� To analyse the specific topics/subjects which the HCP would like to be more knowledgeable on.
� To investigate the barriers that are impeding HCP from attending in-service training.
� To explore what can be done to eliminate these barriers.
� To identify the preferred learning formats and methods by primary HCP’s.
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Methodology
� A series of 12 questions were formulated after reviewing relevant literature. A covering letter was prepared and attached with thequestionnaire.
� Approval to conduct the TNA questionnaire was sought and given by the Primary Health Director. No ethical approval was needed since no sensitive personal data were gathered.
� A pilot study was conducted in a particular health centre with arange of HCP’s. Necessary changes in the tool were implemented.
� A prize raffle was used as an incentive to encourage participation in this survey.
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Target Population
376Podologists 16
5021Pharm & Pharm Tech. 42
609Dentists & Den. Hyg 15
5699Nurses & Midwives 178
8310Physiotherapists 12
1711SLP 66
2828Medical Pract. 98
4431Auxiliary Staff 71
Respondents:Number (n) Percentage (%)
Total Number of HCP - 504
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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
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Why should I attend the course?
0% 10% 20% 30% 40% 50% 60% 70% 80%
Programme Topic
Lecturer
Course Material
Certificate
TIL
Length of Programme
Location
Refreshments
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Why should I attend the course?
YES!...........but only if it is for………
� ‘Career Progression’
Medical Profession (n=3)
� ‘Specialisation and Professional Development’
Nursing & Midwifery Profession (n=4)
� ‘Training on ambulance service’
Auxiliary Staff (n=4)
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What makes a location/atmosphere
conducive to participation?
0 10 20 30 40 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
Replies
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What makes a location/atmosphere
conducive to participation?
Other responses according to one’s practice:
‘Concession to close pharmacy’
Pharm & Pharm. Tech. (n=3)
‘Lectures need to be repeated’
Nurses & Midwives (n=18)
‘Lectures need to be relevant to one’s work’
Speech Language Pathologists (n=3)
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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
Responses for all HC workers
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Obstacles to in-training
participation
0
10
20
30
40
50
60
70
Lack of time Unaware ofexisting courses
Shortage ofStaff
Courses notrelevant
Othercommitments
Pharm. & Pharm Tech. Podologists Physiotherapists
Nurses & Midwives Medical Pract. SLP
Dent. & Dental Hyg Auxiliary Staff
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‘Courses being held after working hours’Pharm& Pharm Tech (1), Physiotherapists (1)
‘A large caseload that does not allow cancelling clinic or shifting of appointments’
SLP (1)‘Work shifts, timing of lectures’
Nurses & Midwives (3)‘Unable to take time off’
Medical Pract. (1)‘Usually courses are addressed to nurses’
Auxiliary Staff (1)
Obstacles to in-training
participation
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Health-related topics
0
10
20
30
40
50
60
70
Asthma
Diabetes
Burns
Communication Skills
Wounds
Pre-Hospital Care
Medical Pract.
Nurses & Midwives
Auxiliary Staff
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Training needs according to …
Pharmacists & Pharm. Tech.
1CPR
1First Aid
1Ethical issues
1OCD
2Drug interaction
2Hypertension
4All topics relevant to pharmacy
Number of Respondents
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Training needs according to…
Speech Language PathologistsNumber of Respondents
1Paediatric speech language pathology subjects
1Syndromes which are not much discussed such asPierre Robin Syndrome
1Learning disability
1Down’s syndrome
1Language delay
2Autism
1Management of aphasia
1Communication disorders
1Epilepsy
1First Aid courses
1Assertiveness courses
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Training needs according to…
Podologists
1Prevention of wound ulcers in high risk patients
1Rehabilitation following foot surgery such as orthotics/accommodation
1Sports medicine
1Procedure of patient referral
1Marketing
1Infection control
2Biomechanics
Number of Respondents
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Training needs according to…
Physiotherapists
1Traumatology lectures
1Musculoskeletal and rheumatology lectures
1Ethics
1Internal Marketing
Number of Respondents
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Training needs according to…
Nurses and Midwives
Number of Respondents
1Men’s health
1Venepuncture
4Basic and Advanced life support
1Community Health Needs Assessment
1Self-Awareness
1Team building (inter and intradisciplinary)
1Nutrition and dietetics (in diabetes, hypertension, etc.,)
11Immunization
3Leadership and Management Skills
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Training needs according to…
Medical Practitioners
1Palliative Care
1Mental Health
1Orthopaedics
1Geriatrics
1Ophthalmic emergencies
1Sexually transmitted diseases
1Basic health economics
1Recent developments in diagnostics and therapeutics
Number of Respondents
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Training needs according to…
Dentists & Dental Hygienists
1Orthodontics
1Implantology
2Topics related to dentistry
Number of Respondents
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Types of learning methods
0
10
20
30
40
50
60
Half-DayWorkshop
Full-DaySeminar
PracticalSession
DiscussionGroup
1-2hour Lecture
Auxiliary Staff Dentists & Dental Hyg SLP
Medical Pract. Nurses & Midwives Physiotherapists
Podologists Pharm.& Pharm Tech
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Lecture delivery
0
20
40
60
80
100
120
140
160
180
200
Uni-professional Multidisciplinary
Auxiliary Staff
Dentists&Dent. Hyg
SLP
Medical Pract.
Nurses & Midwives
Podologists
Physiotherapists
Pharm&Pharm Tech.
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0
20
40
60
80
100
120
140
160
180
200
SameProfession
OtherProfession
Auxiliary Staff
Dentists&Dent. Hyg
SLP
Medical Pract.
Nurses & Midwives
Podologists
Physiotherapists
Pharm&Pharm Tech.
Lecture Attendance
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Conclusion
� The TNA revealed information important to the PHD’s training and educational strategy
� contributing factors that hinder/facilitate one’s decision to attend a training course
� what needs to be done to improve further participation in training and development
� what the actual training needs of the health care providers according to their discipline are
� what are the preferred learning methods and approaches of health providers
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THANK YOU