Applying a mixed methods design for needs assessment of an international fellowship training program for Mongolian health professions
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Purpose: Continuing professional development is essential for improving health care services, especially in developing countries. Most of the training programs in Mongolia were not based on a targeted needs assessment. Therefore, we aimed to apply a mixed methods design to assess the training needs of Mongolian health professions. Methods: We conducted a needs assessment using a convergent parallel mixed methods design in two steps. The survey and interview questions were developed to identify priority areas, targeted trainees, and effective training methods. A survey on 60 respondents, 15 individual interviews, and a focus group interview with 14 participants were conducted in the first step. In the second step, 12 representatives of key stakeholders were invited to a second focus group interview. Results: Current health policy areas, areas related to future national plans, and areas not currently receiving governmental or international support were suggested as the main priorities. The stakeholder suggested that trainees should be selected based on their professional experience and language level, as well as each hospital’s needs. Building teams including various professions, such as nurses, technicians, and biomedical engineers, was recommended as a way to exchange ideas with each other and to build teamwork for future collaboration. Conclusion: Medical training needs are dynamic and complex; therefore, a deep understanding of the context and setting is necessary. In this study, we assessed the targeted training needs of Mongolian health professions through a mixed methods design, which could be an effective way to conduct needs assessments for training programs.
Abstract
Purpose: Continuing professional development is essential for improving health care services, especially in developing countries. Most of the training programs in Mongolia were not based on a targeted needs assessment. Therefore, we aimed to apply a mixed methods design to assess the training needs of Mongolian health professions. Methods: We conducted a needs assessment using a convergent parallel mixed methods design in two steps. The survey and interview questions were developed to identify priority areas, targeted trainees, and effective training methods. A survey on 60 respondents, 15 individual interviews, and a focus group interview with 14 participants were conducted in the first step. In the second step, 12 representatives of key stakeholders were invited to a second focus group interview. Results: Current health policy areas, areas related to future national plans, and areas not currently receiving governmental or international support were suggested as the main priorities. The stakeholder suggested that trainees should be selected based on their professional experience and language level, as well as each hospital’s needs. Building teams including various professions, such as nurses, technicians, and biomedical engineers, was recommended as a way to exchange ideas with each other and to build teamwork for future collaboration. Conclusion: Medical training needs are dynamic and complex; therefore, a deep understanding of the context and setting is necessary. In this study, we assessed the targeted training needs of Mongolian health professions through a mixed methods design, which could be an effective way to conduct needs assessments for training programs.
참고문헌 (23)
- Burdick WP, "Capacity building in medical education and health outcomes in developing countries : the missing link", Educ Health(Abingdon), 20(3), pp.65~ (2007)
- Norman GR, "The need for needs assessment in continuing medical education", BMJ, 328(7446), pp.999~1001 (2004)
- Davis D, "A Practical Guide for Medical Teachers", pp.38~48 (2005), Churchill Livingstone Elsevier
- Sandars J, "The use of reflection in medical education:AMEE guide no. 44", Med Teach, 31(8), pp.685~695 (2009)
- Fox RD, "Learning and change : implications for continuing medical education", BMJ, 316(7129), pp.466~468 (1998)
- Bass EB, "Curriculum Development for Medical Education: A Six-Step Approach", pp.11~28 (2016), John Hopkins University Press
- Parry NM, "The needs assessment in continuing medical education", Med Writ, 23(2), pp.125~128 (2014)
- Cleland JA, "Researching Medical Education", pp.3~15 (2015), John Wiley & Sons
- Johnson RB, "Mixed methods research:a research paradigm whose time has come", Educ Res, 33(7), pp.14~26 (2004)
- Chmiel AS, "Introduction of blended learning in a master program : developing an integrative mixed method evaluation framework", Nurse Educ Today, 48, pp.172~179 (2017)
- Greene JC, "Toward a conceptual framework for mixed-method evaluation designs", Educ Eval Policy Anal, 11(3), pp.255~274 (1989)
- Bryman A, "Integrating quantitative and qualitative research: how is it done?", Qual Res, 6(1), pp.97~113 (2006)
- Schoonenboom J, "How to construct a mixed methods research design", Kolner Z Soz Sozpsychol, 69(Suppl 2), pp.107~131 (2017)
- "WHO country cooperation strategy 2017-2021: Mongolia" (2017)[URL]
- "Health indicators-2016" (2016)[URL]
- 윤현배, "개발도상국 의사들의 역량강화를 위한 임상연수 프로그램의효과", 의학교육논단, 17(2), pp.78~87 (2015), 연세대학교 의과대학[DOI]
- "Report on implementation of postgraduate training for primary and secondary health professionals"[URL]
- Hyun Bae Yoon, "Transnational collaboration for faculty development in health professions education in Mongolia", Korean Journal of Medical Education, 28(4), pp.381~390 (2016), 한국의학교육학회
- Challinor JM, "Educational needs and strategies of pediatric oncology nurses in low- and middle-income countries: an International Society of Pediatric Oncology Pediatric Oncology in Developing Countries Nursing Working Group Initiative", Cancer Nurs, 37(4), pp.E36~E47 (2014)
- Kim DH, "Evaluation of an international faculty development program for developing countries in Asia : the Seoul Intensive Course for Medical Educators", BMC Med Educ, 15, pp.224~ (2015)
- Østergaard HT, "Implementation of team training in medical education in Denmark", Postgrad Med J, 84(996), pp.507~511 (2008)
- Calman KC, "Medical Education: Past, Present, and Future", pp.425~468 (2006), Churchill Livingstone Elsevier
- Fetters MD, "Achieving integration in mixed methods designs-principles and practices", Health Serv Res, 48(6 Pt 2), pp.2134~2156 (2013)