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 !!