Abstract
The research on the Development of training program for the trainers in health profession education aimed to 1) Develop guidelines and curriculum for “ training program for the trainers in health profession education”, 2) Study the effectiveness of the guidelines and curriculum, 3) Extract lessons from on the development of training program for the trainers in health profession education and 4) Synthesize policy proposals and present them to policymakers involved in workforce development for the following 9 healthcare professions including dental education, medical technology education, medical education, nursing education, pharmaceutical education, physical therapy education, public health education, Thai traditional medicine education and veterinary education. The ADDIE model framework was utilized in designing and developing the learning and training curriculum, comprising 5 steps namely Analysis, Design, Development, Implementation, and Evaluation. A total of 57 participants took part in the training program. The evaluation of the course effectiveness involved both assessing the participants and evaluating the curriculum. Based on the assessment results, there were 57 participants. They were aged between 30-60 years and were educators from the aforementioned 9 health professions. From the questionnaire assessing their knowledge and understanding of the guidelines for healthcare workforce development management and teaching management skills across the 6 modules, both before and after the training, 54 respondents showed an increased level of knowledge and understanding after participating in the training. Moreover, from the satisfaction questionnaire on management and training management, the majority of the trainees expressed a high level of satisfaction. From the evaluation of the course using the Kirkpatrick Model, at Level 1, which measured classroom response, the majority of the trainees demonstrated understanding of Modules 1-6 content and expressed a desire to further explore more knowledge and information for application and integration into their own teaching practices. At Level 2, which measured knowledge and understanding gained from the training, many participants did tasks assigned in 6 modules such as analyzing their institution’s curriculum and discussing improvements within small groups with mentors for consultation on enhancing their work. At Level 3, which measured the application of knowledge and understanding for skill development or behavior change, many trainees proceeded to implement tasks assigned to them to develop teaching practices within their institutions. They also expanded upon the knowledge gained by training others, thereby applying their knowledge to practical situations and fostering behavior change. At Level 4, which measured the impact of applied understanding on actual outcomes of the institution, representing long-term assessment, some participants has become leaders and collaborated with other faculty members within their affiliated institutions in order to planning various activities such as curriculum revisions, faculty development, learner evaluations, and classroom research, and eventually integrate them into the institutional framework to ensure sustainable long-term development of health professional education and health systems
