Learning by Doing and Training Satisfaction: An Evaluation by Health Care Professionals

Area of Science:

• Healthcare Education
• Professional Development
• Quality Improvement in Healthcare

Background:

• 'Learning by Doing' is a key training method in healthcare, focusing on competence and motivation.
• Limited research explores healthcare professionals' views on 'Learning by Doing' training's impact on workplace competence.
• The Formative Focus program aimed to address this gap by evaluating a specific 'Learning by Doing' initiative.

Purpose of the Study:

• To evaluate healthcare professionals' satisfaction with the Formative Focus training program.
• To assess the perceived impact of the training on professional competence and quality of care.
• To understand preferences for training methodologies among healthcare professionals.

Main Methods:

• An online questionnaire was administered to 364 healthcare professionals who completed the Formative Focus training.
• The questionnaire assessed satisfaction across five dimensions: training methodology, program, economic impact, professional competence, and quality of care.
• Data analysis focused on satisfaction variables related to quality of care and training methodology preferences.

Main Results:

• Participants expressed satisfaction with aspects related to quality of care and preferred interactive, practical training methods.
• Healthcare professionals reported 'Learning by Doing' skills as highly transferable to their workplace.
• The training demonstrated potential for improving healthcare quality, professional competence, and organizational development.

Conclusions:

• 'Learning by Doing' training is perceived positively by healthcare professionals, particularly its practical application and impact on competence.
• Interactive and hands-on learning methods are preferred for effective skill transfer in healthcare settings.
• This training approach shows significant potential for enhancing healthcare quality and professional capabilities.