ArticleBMC medical education2025
Training of trainers program in interprofessional education for health professionals in Türkiye.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Navigating the "Moral Maze": A Flourishing-Centered Reflective Inquiry for Healthcare Leadership.Journal of healthcare leadership · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
13 authors.
Funding
Abstract
backgroundTraining of Trainers Program that combines both theoretical and practical components and effectively enhance educators’ competencies in interprofessional education are rarely encountered. This study aimed to design and evaluate a Training of Trainers Program in Interprofessional Education intended to enhance participants’ awareness, knowledge, and self-perceived competencies related to the design, implementation, and improvements of interprofessional education practices among healthcare educators.
methodsThe study was planned and conducted between June 2023 and March 2024. The two-phase Training of Trainers Program (TTP) was implemented between February 20 and 24, 2024. The first phase consisted of three-day online interactive theoretical training. Two-day face-to-face practical training was the second phase of the TTP which included interactive studies with large groups and practical activities in professional skills rooms with small groups. The practical training was based on various scenarios created by the researchers themselves. Following the TTP, all participants were assessed using a demographic data form, reflection assignment, group assignment, and multiple-choice questions.
resultsThe TTP was found to be effective and participants benefited from the TTP. The TTP significantly increased participants’ competencies across all measured dimensions, including roles-responsibilities; team and teamwork; IPE communication; lifelong learner; collaborative leadership; relationships with patients and recognizing their needs; and ethics (p = 0.001). Participants’ responses to the satisfaction questionnaire showed that the program generally provided high satisfaction. High scores were given to areas, such as the enrollment process, training content, effectiveness of the trainers, and overall program satisfaction. Participants also highlighted the program’s comprehensive content, applied teaching strategies, and trainer competencies, while only one participant suggested improving time management.
conclusionThe TTP provide important improvement in participants’ competencies The TTP, which was developed by blending both online and face-to-face education, is a successful program in both developing interprofessional competences and reaching the goals.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.