Effect of inservice training on implementation of a health curriculum in Nova Scotia, Canada

The effect of different types of inservice training on the degree of implementation of a fourth grade health curriculum in Nova Scotia, Canada, was investigated. Using a quasiexperimental, nonequivalent control group design with posttest only, teachers (N = 41) were assigned to one trial group and two comparison groups. The distal comparison group received no inservice training, the local comparison group received a single session, and the trial group received ongoing, inservice training. The Health Program Component Checklist developed for this study was used to measure implementation. Data were collected by personal interview. Based on the Mann-Whitney U test, a significantly greater degree of implementation occurred in the trial group than in the proximal comparison group, but not the distal comparison group.