Evaluation of teachers training workshop at Kirkpatrick level 1 using retro–pre questionnaire
Received 15 October 2017
Accepted for publication 26 March 2018
Published 18 June 2018 Volume 2018:9 Pages 453—457
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 2
Editor who approved publication: Dr Md Anwarul Majumder
Rano Mal Piryani,1 Govinda Prasad Dhungana,2 Suneel Piryani,2 Mamata Sharma Neupane3
1Department of Internal Medicine, Health Professionals Education & Research Centre, Chitwan Medical College, Bharatpur, Chitwan, Nepal; 2School of Public Health and Community Medicine, Chitwan Medical College, Bharatpur, Chitwan, Nepal; 3School of Nursing, Chitwan Medical College, Bharatpur, Chitwan, Nepal
Background: Teacher training focusing on teaching learning methodologies, assessment tools, and approaches that motivate the teachers and enhance their confidence is one of the fundamental programs of faculty development. The objective of this study was to assess the self-reported perceived confidence of faculty members after participating in a basic teachers training workshop.
Methodology: The retrospective post-then-pre design questionnaire was used for evaluating the faculty members’ self-reported perceived confidence at Kirkpatrick level 1 (evaluation of reaction) after completing basic teachers training workshops. The self-reported perceived confidence on 30 statements were analyzed by 3 categories (not confident, confident, and highly confident) on a Likert scale.
Results: Out of 60 participants (18 in the 3rd and 21 each in the 4th and 5th teachers training workshops), 58 (96.67%) responded to all statements. The mean age of the participants was 34.14±5.15 years; 70.7% were male and 29.3% female. Overall, the self-reported perceived confidence level of the participants of the 3rd (pre-training median 57, post-training median 70, p<0.001), 4th (pre-training median 51, post-training median 67, p<0.001) and 5th (pre-training median 51, post-training median 68, p<0.001) training workshops was significantly increased after training. There was a noticeable change in the level of confidence of the participants after training. The observed percentage change in self-reported perceived confidence was 29.63% in those who received no training prior to joining college (n=51, 87.9%); this was 2 times more than those who received some sort of training prior to teachers training (n=7, 12.1%).
Conclusion: Overall, the self-reported perceived confidence level of the participants was significantly increased after teachers training workshop.
Keywords: assessment, confidence, Kirkpatrick level 1, Nepal, retro–pre, teachers’ training
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