Aim: To identify studies which examine trainers’ perceptions of their training needs concerning healthcare experiential learning placements and highlight key areas in which trainers can be provided with additional training. This study aims to identify studies which examine trainers’ perceptions of their training needs concerning healthcare experiential learning placements and highlight key areas in which trainers can be provided with additional training opportunities to upskill trainers and enhance the overall experience for both trainer and student.
Background: In recent years the Irish undergraduate pharmacy programme has changed from a four-year bachelor’s degree followed by a one-year internship, to an integrated five-year Masters in Pharmacy (MPharm). The new integrated MPharm programme, which began in 2015, incorporates experiential learning throughout the five years of study, with this comes an increased demand for trainers and trainers who are skilled in facilitating experiential learning placements. This review serves as a response to this change.
Methods: A systematic literature review was conducted using PubMed and Google Scholar databases using a search based on a combination of keywords. Articles were selected according to eligibility criteria. Studies describing or assessing perceptions of trainers with relation to their needs in guiding students and preferences for preparatory programmes were included. Information was collected from the articles about population, location, and profession of trainers. The search was carried out in June 2020.
Results: A total of sixteen studies were identified, which involved a wide range of healthcare disciplines and population sizes. Several themes addressing the desired content of a training programme, the format in which they should take place, and the barriers to and benefits of training programmes, as perceived by trainers were identified. Trainers reported a need for training concerning communication skills, providing feedback, teaching/learning styles, encouraging reflection, and their role/responsibilities. Trainers discussed the merits of various methods of delivering training programmes, but there was a notable lack of consensus between different studies. Trainers described time constraints as a major barrier both to their role as a trainer, and their ability to engage with training programmes, but noted the benefits of taking on students, as well as the skills gained from training courses. There was little research involving trainers in non-traditional healthcare settings, and so this area provides an opportunity for further research
Conclusion: This review identified several studies which examined the preparatory educational needs of trainers in experiential learning programmes. Studies included trainers from a variety of healthcare disciplines. Trainers commented on the specific topics they require training on, highlighting communication skills, learning and teaching styles, feedback and evaluation, reflection and critical thinking, and clarification of their role and responsibilities. Trainers discussed the advantages of different training formats, such as online, or live simulated scenarios. The barrier posed by time constraints became apparent, while trainers also discussed the merits of both experiential learning and training programmes, identifying several incentives to engaging with these programmes such as, transferrable communication skills. Taking account of trainer’s perceptions of their training needs is key to building a successful training programme for trainers.
Keywords: Trainer, experiential learning, training needs
References: Available on request