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MEM-TP

Training packages for health professionals to improve

access and quality of health services for migrants and

ethnic minorities, including the Roma

Service contract January 2014 – March 2016

Objectives• Provide overview of issues that are relevant to

developing training for health professionals attending to

migrants and ethnic minorities,

• Assess existing good quality training programmes that

address improving access and quality of care,

• Design a training programme and validated teaching-

learning materials for front-line health care providers to

improve accessibility, quality and appropriateness of

care, and

• Develop and apply a structured process for adapting the

materials to a local situation.

Work packages• WP1: Review migrant and ethnic minorities' situation in the

EU and identify common challenges and best practices to

feed into the training programmes

• WP 2: Training materials development: review existing

training materials

• WP 3: New training package: Training programme for health

professionals and health care providers to improve access

and quality

• WP 4: Implement Training of Trainers and pilot training

programmes

• WP 5: Finalise materials, evaluate pilots, and disseminate

results

WP1

Review of migrant and ethnic

minorities’ situation

Methodology

Desk research

• PubMed, Science Direct, Elsevier,

• Grey literature,

• EU funded projects carried out in the last decade,

• COST Action IS0603 (Health and Social Care for

Migrants and Ethnic Minorities in Europe -

HOME), and

• Cost action IS1103 (Adapting European health

systems to diversity – ADAPT).

Introduction

Challenge presented to health systems

• Increasing migration to the EU

• Substantial ethnic minorities in many Member

States

• Inequalities in health and health care affecting

these groups

• Financial and economic crisis

Need for European and national level actions, such as

training programmes to further capacity-building

Chapter 1: Demographic data on migrants

and ethnic minorities in Europe

• Definitions of terms used,

• Migration developments in Europe from World

War II to the present,

• Basic demographic characteristics,

• Concept of ’ethnic groups’, e.g. the Roma,

Statistics and

information about

ethnic minorities in

Europe, such as the

Roma, was included

in training module 2.

Chapter 2: State of health and health

determinants

• State of health of migrants and ethnic minorities

in Europe

• Determinants of health

• Shortcomings of the present knowledge base

• Overview of most important research findings

• Theoretical frameworks to analyse the

determinants of health problems.

An extensive explanation of the

relevance of ‘up-stream’

determinants of health is included in

training module 2.

Adapted, country-

specific data on health

and health determinants

formed the core content

of training module 2.

Chapter 3: Legal and policy frameworks

• Migrant status: Entitlements and access

• Legal and policy framework at

international, European and national levels

• Gradual shift - Intersectional

- IntersectoralContent of this chapter informed much of

the training material in training module

1 that covers concepts such as diversity,

intersectionality, discrimination and

equality.

Chapter 4: Barriers to access and good

practices to address them

• Demand vs. supply side barriers

(individual vs. organisational/systemic)

• Examples of common barriers

o Poor health literacy

o Practical barriers: e.g. location of services, opening hours, registration, detention centres

o Language

oDiscrimination and distrust

• Descendants of migrants still face barriers

Chapter 5: Factors undermining quality of

health service delivery and good practices

to address them

• Culture Diversity sensitivity

• Culture-related barriers, e.g. professional’s own

prejudice, organisational culture,conceptualisations of illness/health, expectations

• Language – interpretation, working withinterpreter

• Stakeholder participation in planning and

delivery

Chapter 6: Developing a European framework

for collaboration on migrant and ethnic

minority health

Conceptual framework for Migrants and Ethnic Minorities Health in

Europe

Framework for professional collaboration on MEM

Health

Training

organization

Training

organisation

Training

organisation

Training

organisation

Sharing platform

Via the ‘Big Picture’

project, COST ADAPT,

Mighealth Information,

database, knowledge,

skills

BLOG-Discussion page

WP1: Take-home message 1‘Health in all policies’, diversity and intersectionality

• Recognition of multiple layers of diversity (e.g.

migrant status, gender, SES) and 'upstream'

determinants of health

• Socio-economic factors need to be addressed

to tackle health inequalities

E.g. education, labour market participation, housing,

legal situation, migrant status, ethnicity, gender,

religion and sexual orientation

WP1: Take-home message 2Country-adapted training packages

• Numbers and types of migrants vary per

countryDifferent needs and health service priorities

• Training programmes should be adapted at

the national level while covering common

core contents o Health system features

o Migrant population

o Local context

WP1: Take-home message 3Entitlement versus access

• Legislation/policy may guarantee entitlement to

health services for migrants and ethnic

minorities, but not necessarily access

• Targeted services and interventions essential to

ensure

o Access, appropriateness and quality of services

o Access to preventive and health promotion

interventions

WP1: Take-home message 4Barriers – access & quality

Health organisations need awareness of

the barriers that migrants and ethnic

minorities face to ensure equitable access

to and quality of health care o Organisational structure: Professional training,

support and flexibility to tackle barriers

o Primary responsibility with organisations and health

system

Improvements in the quality of care cannot be made

by individual health workers without the support of the

whole organisation

WP1: Take-home message 5Intersectional approach in training

Training materials for health professionals

should reflect and describe the shift towards

'diversity sensitivity' (an intersectional

approach), rather than continuing to teach a

curriculum exclusively focused on ‘cultural’

differences. Avoiding stereotyping or ‘ethnicisation’

WP1:Take-home message 6Intersectoral approach

• Health care systems are just one of a number of

health determinants impacting the health

outcomes of migrants and ethnic minorities

• Health inequalities ask for intersectoral

approach promoting ‘joined-up’ way of working

oClose collaboration with social services,

schools, families, and community

organisations

WP2

Review of existing training

programmes and materials

Aim of the Review

Identify, select and assess existing good

quality training programmes for training

health professionals in Europe, which

address the particular issues related to

improving access and quality of health

care delivery for migrants and ethnic

minorities.

Scope of the Review

o Provide overview of selected training materials

developed and delivered between 2004 and 2013 in

the 28 Member States of the EU

o Analyse the training materials to identify trends,

gaps and success factors

o Assess the training materials using a set of quality

criteria

o Produce a directory of training materials selected

with the quality criteria, and

o Propose recommendations and action guidelines

Review strategy

Literature review

• PubMed and MEM-TP

national contact persons

• Google and Google

Scholar

• Total of references

included = 17

Survey• 28 EU countries contacted: 19 responded

• 7 IOs and NGOs contacted: 3 responded

• 100 templates sent out: 65 received

Both strategies used the same conceptual framework to

collect information (7 domains framework)

Criteria for selecting and analysing information

1.Training description: Aim, objectives,

training needs, training modules

2.Training development and delivery:

General organisation, location, scope,

setting and funding of the programme

3.Participant characteristics: Participants

involved, trainers and trainees.

4.Training approach: Pedagogical approach,

broad conceptual model, focus of the

training

Criteria cont.

5. Educational content: Sensitivity and

awareness, knowledge, knowledge

application, skills

6. Structure of intervention: Method of

delivery and format, frequency and

timing, organisational support

7. Evaluation and outcomes: Evaluation

method used, types of outcomes

measured (for patients, staff and

organisation).Adapted from Horvat, et al (2014) based on seven key domains

Findings

Domain 1: Training description

Training aims

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Improve health care in rec...

Improve m

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Improve m

other & child he...

Address FG

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Address transm

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Address social &

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Improve know

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Improve know

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1. Training aims

• Most common: Improving competence of

health professionals (nurses) in dealing

with specific health issues (mother and

child care, mental health, transmissible

diseases)

2. Training needs

• Various methods of analysis used

(except epidemiological analysis)

• Few attempts to integrate patient’s

needs with health professional’s needs

or organisation/context analysis

3. Training modules:

• Mainly organised in a small number of

modules (3 – 4 modules)

Findings

Domain 2: Training development

and delivery

1. Developer and deliverer

• Mainly academic institutions and

national/regional government agencies;

to a lesser extent NGOs, international

organisations and professional

associations

2. Setting

• Traditional and typical, such as

university, hospital and primary care,

little evidence of atypical or innovative

training settings

3. Funding

• 1/3 had no funds. Majority received

funds from national or regional

governments; some from international

organisations or European funds

Findings

Domain 3: Participant

characteristics

1. Workforce targeted

• Usually exclusively health professionals

(MDs, nurses); health managers and

decision makers underrepresented

2. Trainers

• MDs, nurses and psychologists largest

group of trainers belonging to health

professions. Others were

anthropologists, intercultural mediators,

experts

3. Involvement

• Low level of involvement of service

users, MEM representatives and local

authorities both in development and

delivery of training programmes

Findings

Domain 4: Approach

1. Pedagogical approach

• Only one third described their pedagogical

approach and theoretical constructs and

principles underpinning it

2. Conceptual framework

• Cultural competence the most frequently

adopted framework, but alternate

approaches (such as intersectionality,

equity and person-centredness) did

emerge

3. Focus of training

• General focus on improving awareness

and expanding knowledge and capacity of

health professionals to be more informed

about migrants’ health and situations. Few

programmes focused on barriers to access

Findings

Domain 5: Educational content

1. Sensitivity and awareness

• Only half covered “self-reflection and self-

critique,” although high reporting of

“understanding individual values, beliefs and

differences.” Low correlation

2. Knowledge

• Mostly migration and right to health care.

Insufficient focus on racism and

discrimination and its impact.

3. Application of knowledge

• Intercultural mediation, health promotion and

patient centeredness reported most; user

participation strategies and intersectoral

approach less

4. Skills

• Focus on interpersonal and intrapersonal

skills, mainly communication skills

Findings

Domain 6: Training course structure

1. Methodology for delivery

• More traditional methods of delivery, such as

lectures, discussions, case scenarios.

Distance online and mixed methods used

less.

2. Formats and duration

• Majority conducted over 1-3 days

3. Organisational support

• Little reporting on links between training and

organisational policies and procedures or

performance management review

4. Certificate and credits

• Low level of CME credits demonstrating low

level of organisational support

Findings

Domain 7: Evaluation and outcomes

1. Evaluation

• Training programmes generally under-

evaluated; when evaluated, generally

reliant on pre-post survey. Absence of

validated tools.

2. Outcomes

• No systematic focus on outcomes. Where

it existed, the focus generally on staff-

related outcomes.

Quality assessment of training programmes

QUALITY DIMENSION CORRELATIONS

• Individual development (effort to inter-

relate individual awareness, knowledge,

skills and behaviour): (37,9%

• Organisational development (effort to link

individual improvements to organisational

development): 25,6%

• Community development (programme

fostered involvement and cooperation with

other professionals and services in

community): 26,1%

• Policy development (programme made an

effort to connect health professional

improvements with existing or improved

policy measures): 19,2%

DIRECTORY OF QUALITY PROGRAMMES

• 40 programmes (out of 65) included

because they scored medium, medium-high

or high.

Quality dimensions

37,9

25,6 26,1

19,2

0

5

10

15

20

25

30

35

40

Individual development Organisational development Community development Policy development

% s

co

re

Distribution of programmes in frequency classes with respect

to the score achieved in all quality dimensions

8

17

19

1011

0

2

4

6

8

10

12

14

16

18

20

Low Medium-low Medium Medium-high High

Nu

mb

er

of

pro

gra

mm

es

WP2: Take-home message 1

• Adopt a holistic and systemic approach in

defining training objectives

• Involve service users and stakeholders in

training development and delivery

• Address training to a multiprofessional

audience, including health managers and

decision makers

• Develop a clear rationale and pedagogical

approach in defining teaching and learning

methods


• Avoid a “recipe” approach with emphasis on

passive acquisition of knowledge of different

ethnic groups

• Integrate cultural competence with alternate

approaches, such intersectionality, equity and

person-centred care

• Link training programmes to key organisational

support mechanisms, such as quality

improvement planning, policy and procedures


• Use a participatory and experiential

method of training delivery

• Focus on outcomes (for patients, staff and

organisation) in training design,

implementation and evaluation

MEM-TP

Training Packages for health professionals to improve

access and quality of health services for migrant and

ethnic minorities including the Roma.

MEM-TP Training Package WP3, WP4 and WP5

WP 3 – New training package: Training programme for health professionals and health care providers to improve access and quality

WP 4 – Implement ToT and pilot training programmes (Romania, Slovakia, Poland, Spain, Denmark, Italy)

WP 5 - Finalise the materials, evaluate pilot trainings, and disseminate results

MEM-TP training materials

http://www.mem-tp.org/

http://www.mem-tp.org/

ESSENTIAL CORE CONTENTS

Module 1: Sensitivity and Awareness

of Cultural and Other Forms of Diversity

Module 2:

Knowledge about Migrants, Ethnic Minorities and

their Health

Module 3:

Professional Skills

Module 4:

Knowledge Application

Additional module 1: Target groups

Additional module 2: Specific health concerns

GUIDELINES Ppt

PRESENTATIONSACTIVITY

TEMPLATES

Title of the

module

Title of the unit

Type of source

M2_U1 Guidelines Health Problems Health Determinants.pdf

M2_U1 Guidelines Health Problems Health Determinants.pdf

CORE CONTENTS

Module 1:

Sensitivity and Awareness

of Cultural and Other Forms of Diversity

Unit 1: Diversity

Objectives of the presentation

To introduce key concepts as

• ethnic groups, minorities, migrants and their background.

•intersectionality.

•stereotypes and generalisation

•prejudices and discrimination

Objectives of the activities

To reflect on

Opportunities, difficulties, barriers and strategies for applying the intersectionality concept in the own

professional practice, as well as the own social position / trajectory.

To open a space for

reflection on strategies against discrimination in health care oriented towards cultural and ethnic

diversity.

Unit 2: Intercultural competence and diversity sensitivity


To introduce the concepts of

•multiculturalism,

• interculturalism,

•cultural competence,

•intercultural competence

• diversity sensitivity,

•health promotion

•Health education

To provide key elements for

•understanding the influence of cultural backgrounds on the perceptions and behaviours of health

professionals and patients.


•To present different concepts related to the topic.

•To introduce the concept of Cultural Awareness and to apply The Process of Cultural Competence in

the Delivery of Healthcare Services Model.

•To identify aspects related to the positive contribution of interculturality and sensitivity to diversity.

Module 2:

Knowledge about Migrants, Ethnic Minorities and their Health

Unit 1: Migrants’ and ethnic minorities’ health problems and health determinants


•To describe basic demographic characteristics of the current migrant population and ethnic minorities.

•To identify major trends and health concerns in the state of health of migrants and ethnic minorities,

with focus on chronic diseases, communicable diseases, mental health and reproductive health.


•To apply the learnt knowledge to clinical practice.

Unit 2: Migrants’ and ethnic minorities’ use of health care


To describe the main patterns of use of health care services by migrant population and ethnic

minorities according to the literature.

To identify barriers of access to health care.


To show the previous knowledge of participants about patterns of use of health care of migrants and

ethnic minorities.

To identify barriers of access to health care and strategies to overcome those barriers.

Module 3:

Professional Skills

Unit 1: Intrapersonal skill development


•To identify key elements in communicating with migrants or ethnic minority patients.

•To recognise techniques related to intrapersonal outcomes aiming to improving health

professional-patient interactions..


To identify

• The role of stereotypes in the communication with migrants and ethnic minorities.

• Communication and intrapersonal skills (empathy, active/reflective listening).

To learn

• the ability to manage stress situations in the health professional-migrant/ethnic minority

patients interaction.

Unit 2: Interpersonal skill development


To identify

• Barriers and facilitators to communication according to the literature.

• Aspects of conflict regulation and negotiation processes.


•To practice the negotiation and collaboration skills of the participants.

•To offer examples of good practice in the interpersonal communication.

To consider

• the application of the negotiation process to the trainees’ context.

•To think over the behaviors involved in conflict management.

Module 4:

Knowledge Application

Unit 1: Strategies and procedures for people-centered health care services oriented towards cultural and

ethnic diversity


To introduce the concept of “people-centered health care” and its application in the field of migrants’

and ethic minorities’ health care.

To present various models of health care for migrants and ethnic minorities

To introduce related frameworks

•Human Rights

•social determinants of health

•community participation approaches

•model of intercultural ethics.


To reflect on the opportunities and limitation of different models of health care services and health

policies.

Unit 2: Strategies for planning and implementing actions


To present strategies for planning and implementing actions related to one’s own

workplace and daily professional practice with migrants and ethnic minorities.


•To open a discussion on experiences, opportunities, and limitations for intercultural

mediation.

•A space for reflection on strategies against discrimination in health care oriented.

•To reflect on the opportunities and limitations for applying organizational change

related to cultural and ethnic diversity in one’s own institutional context.

•To open a reflection on strategies for resolving daily situations in health care

•To identify strategies for implementing health care

Unit 3: Public health, preventative health care and promotion from

multidisciplinary perspectives


To present strategies and Best Practices related to preventative health care and

promotion


To open a reflection on conflict situations in preventative health care and health

promotion interventions

Unit 4: Quality of health care taking diversity into account


To present relevant aspects of quality of the health care, assessment

methodologies and strategies.


To open a discussion on experiences, opportunities and limitations of assessment

methods for quality of health care.

Unit 5: Community-based approaches, promotion of user and

community participation and involvement


To introduce the topic

To introduce the fundamentals of community-based approaches.

To introduce concepts and relevant aspects related to community-based approaches.


To enhance awareness of the concepts 'community' and 'participation'.

To reflect on challenges related to being a migrant, ethnic minority, in European societies and

healthcare system

To reflect on community-based approaches.

To reflect on power/control relationships and the relativity of choices.

Unit 6: Intersectoral approach

Unit 6: Intersectoral approach


To introduce the concept of “intersectorality” and relevant applications

to health care and health policies.


To identify relevant stakeholders for intersectoral action, as well as

opportunities, barriers, resources and strategies.

Additional module 1: target groups

Unit 1. Ethnic minority groups. Including roma and sinti communities, among them those who migrate

Unit 2: migrants in an ‘irregular’ situation

Unit 3. Refugees and asylum seekers

Unit 4. Vulnerable groups.

Women’s health

Reproductive and sexual health

Trafficked people

Elderly migrants

Migrants in detention centers

Victims of harassment and hate crimes

Financial and economic crisis

Sub-unit. Children’s health

Additional module 2. Specific health concerns

Unit 1. Chronic DiseasesMortality issues in migrant

Cardiovascular diseases

Diabetes

Cancer

Inherited diseases

Transcultural care


Unit 2: Communicable diseases

Tuberculosis

HIV/AIDS

Viral Hepatitis

Sexually Transmissible Diseases

Vaccine for preventable diseases: Measles &

Rubella


Unit 3: Mental HealthMigration and mental health

Process of migration and grief process

Depression

Suicide

Schizophrenia

Addiction

Mental health in Roma population


Unit 4: Sexual and Reproductive Health

Definition of Sexual Health

Features of reproductive and sexual health of migrants and ethnic minorities

Perinatal health

Female Genital Mutilation

Roma Population

Access to cancer screening

MEM-TP pilot training

Denmark: March 12, March 26 and April 9, 2015

Italy: April 27 – 29, 2015

Poland: April 24 – 26, 2015

Romania: May 25 – 27, 2015

Slovakia: May 18 – 20, 2015

Spain: May 7 – 9, 2015

Pilot training

Romania

www.mem-tp.org

Evaluation Plan

1. Objectives of the evaluation plan

The evaluation had the following objectives:

1. Assess the training materials.

2. Evaluate the development of the pilot training.

3. Evaluate the opportunities for knowledge transfer.

4. Evaluate the professional profile and training needs of the

participants before and after the training.

5. Assess the quality and satisfaction of the trainees regarding the

teaching activities.

1. Assessment Methodology

The assessment methodology used in each pilot training included two

levels:

Assessment of the training materials by the participants and

coordinators of the pilot trainings, including an evaluation of the

training materials, activities, development of the pilot training and

opportunities for knowledge transfer.

This assessment level is specific for the piloting process.

The objective was to evaluate the quality and appropriateness

of the training materials. Proposals for improvement will be

considered for inclusion in the final version of the training

packages (English version and country versions).

Evaluation of the professional profile, training needs,

quality of teaching and satisfaction by the training

participants. The objective was to pilot the assessment

tools to be applied in future uses of the training package,

and to evaluate the appropriateness of the training

contents in relation to the profile and knowledge level of

the participants.

The participants of the pilot trainings had a double role:

1. As participants of the piloting process, assess the training

materials, and

2. As trainees, follow the evaluation process of professional

profile, training needs, quality of teaching and satisfaction to be

applied in future uses of the training packages.

The following assessment tools were used:

Assessment of training materials

o Training materials questionnaire (participants)

o Template for a qualitative evaluation of the pilot training, training

materials and transference (trainers)

o Qualitative feedback in the website forum (participants)

Evaluation of professional profile, training needs, quality of teaching

and satisfaction.

o Pre-Test: Professional profile and training needs questionnaire

(participants)

o Post-Test: Training needs questionnaire (participants)

o Quality of teaching and satisfaction questionnaire (participants)

• The assessment tools were prepared as online surveys in

the local language, sent to the trainees by means of a

personal e-mail and accessed and analysed by the EASP

team.

The qualitative evaluation of the training materials and knowledge transfer was prepared as a Word template (in English), sent to the trainers by e-mail and analyzed by the EASP team

Preparation of the Piloting

Which authorities did you contact?How would you assess the contact process with the authorities?

Did you experience any obstacles or difficulties?

How many health professionals participated in the training?What are their professional profiles?

How would you assess the contact process with the participants?


How did you adapt the training materials?Which contents and/or activities have you added to the core contents?

How would you assess the adaptation process?

Did you experience any obstacles or difficulties in the process?

Evaluation of the MEM-TP Piloting

Country:

Contact:

Please complete the following template, describing the piloting experience in your

country.

Piloting Process

How would you assess the organization of the training sessions in regard to time distribution, venue, and organizational aspects?


How would you assess the training sessions in regard to length, time distribution between presentations and activities, and appropriateness of the methodologies?

Did you experience any obstacles or difficulties? Which aspects would you change?

How would you assess the training materials in regard to relevance and adequacy of the contents, length, clarity and understanding, consistency with the objectives, and design?


How would you assess the training activities in regard to appropriateness of the methodologies, length, clarity and understanding, and consistency with the objectives?


How would you assess the evaluation methodology?


Findings, Lessons Learnt and Recommendations

Which are the most important findings and lessons learnt from the training?

Which are your recommendations for the review of the training package and future trainings?

Please attach the training agenda and other relevant documentsfrom your piloting including:1.The trainer manual (consisting of the guidelines, power point presentationsand templates for activities when necessary).2.The trainee’s manual (consisting of the trainee’s guide, copies of slides andtemplates for activities when necessary).3.The list of trainees (including name, affiliations and professional profile).

Preparation of the piloting

Contact with authorities:

Every leader Institution sent out invitation letters describing the course contents and practical matters. The letters were sent to health authorities at different levels, depending on the level of health sector decentralisation in the country.

In Slovakia:

• Slovak medical chamber• Slovak chamber of nurses• Ministry of Health of the Slovak Republic• Slovak Medical University in Bratislava• Slovak Public Health Association • Faculty hospital in Trnava • Regional Hospitals in Piešťany, Skalica, Senica• 4 main university hospitals in Bratislava• Healthy City Trnava office (Committee for health and social issues) • Public Health Authority of the Slovak Republic• 36 Regional Public Health Authorities

In Denmark: • All hospitals in the capital region and the region of Zealand• All municipalities in the capital region and the region of Zealand

In Italy: • Health Departments of the 21 regions and autonomous provinces of Italy.• Each regional health department contacted its local health authorities which

identified the participating health professionals.

In Poland:• Ministry of Health, Department of Science and Higher Education • The chamber of physicians and the chamber of nurses and midwifes

(there are national and local professional chambers in Poland for both types of professions).

• Professional organisations which do not have the status of “chamber”.• Hospitals• Medical Centre for Continuing Education

In Romania:• National authorities (MoH) and District Public Health Directorates

(DPHD) from 6 districts (Botosani, Neamt, Giurgiu, Calarasi, Gorj, Dolj).• National Institute of Public Health (NIPH)

Contact with

Authorities in

Spain

Adaptation of training materials:

• The team of trainers selected by every leader Institution adapted and translated the core

contents.

• Many contents were reorganised and activities changed in some aspects to better fit

the audience and invite their participation.

• Contents from Modules 1 and 3 remained mainly unaltered, although activities were

adapted to include practical cases in local context.

• Module 2, Additional Module 2 and Module 4 were adapted in most cases to include

country-specific data (migrant and ethnic minorities demography, disease patterns,

health determinants, access to health services, local programmes and community

projects)

• Content from Additional Module 1 was inserted when relevant to the local context.

Piloting process

Organisation of the training sessions:

• Denmark (March-April): Three whole days (7+7+6 hours)

• Poland and Italy (April), Spain, Slovakia and Romania (May): Three

consecutive days according to the proposed agenda.

Length, time distribution and methodologies:

• Length of the training sessions was adapted to the local context (breaks, lunch

time…)

• Time distribution between activities and presentations was affected by the

focus on the topics that a country’s trainees were less familiar with.

• Activities and practical experience sharing were very well appreciated, occasionally taking a bit longer than planned in the agenda.

Relevance and adequacy of the contents, length, clarity and

understanding, consistency with the objectives, and design

•Content was found relevant and generated a lot of interesting discussions. Some

parts were not suitable in all national contexts, however. This depended on the trainees’

previous knowledge.

•Many original slides were found to include too much content. It took time to reduce

the number and simplify them.

•Training teams had to adapt training materials during piloting to meet the learning

needs of the audience, following the trainer having developed a better sense of the

overall level of the participants.

•Some contents were oriented to health services management; participants asked

for tools to help them take back to their organisation the knowledge and tools

acquired in the training, and to integrate these into the organisation's aims/vision and daily

practices.

Training activities (appropriateness of the methodologies, length,

clarity and understanding, and consistency with the objectives)

•Depending on the national context, the standardised skills activities did not fit the

learning needs of all health professionals, as these differed according to type of role

and years of experience.

•The methodology allowed participants to be very active and share perspectives and

experiences.

•Activities based on real-life materials (such as participants’ narratives about their

experiences or discussion of real-life transcribed interactions) made it possible to deal

with the full complexity of situations which the trainees may face.

Evaluation methodology

•The evaluation plan is considered appropriate, but faced several challenges in execution.

•The assessment tools were not used adequately by all six countries due to

different circumstances (online format, limesurvey platform, availability of accurate

participant data, lack of information to participants, number and length of questionnaires).

•Centralised management of the four online evaluation questionnaires generated

additional difficulties due to the use of six languages and the number of

participants involved.

Some findings, lessons learnt and recommendations

• Health professionals in the EU countries can have very different educational

profiles and experiences. Adapting to local and professional contexts is key to the

successful uptake of the training. It may be possible to design a training program with

a more flexible approach to encompass the needs of health professionals throughout

EU. Such a design should leave room for extensive adaptations in the local training

material and set-up of the courses.

• The heterogeneity of the trainees adds diversity and brings different

perspectives into the classroom. It also makes it more difficult to target the needs

of participants as regards their professional backgrounds.

• Three consecutive days of training poses a problem for the health services

involved and prevents some professionals from attending.

• A broader coverage to ensure that health professionals with little interest on the

topic are also trained requires a management decision on the relevant levels of

health services to facilitate their participation.

• It may be useful to design two different levels of the training package, one for “ab

initio” trainees and the other for “more expert trainees”.

• Training time was insufficient for the quality and quantity of content that had to

be delivered. The risk of an information overload can reduce the impact of training.

Modules require more time than provided to fully exploit all the training materials and

to allow enough time for further explanation and answering the participants’

questions. There should be always enough time for participant discussions and

sharing experiences.

• There is a need to involve not only health professionals, but also managers and

decision makers.

• The successful involvement of the trainees shows both the trainees’ interest in

learning and the quality of the training materials, methodology and

presentations. The pilot was very useful to test the trainees’ interests, to provide rich

information for them, and to enhance collective work and discussions.

• The multidisciplinary composition of the training teams had a positive effect on

the individual trainers and on the trainees. It opened up views to different

perspectives and understandings on health and healthcare for migrants and ethnic

minorities.

• A new module would be relevant on bringing about organisational change, coupled

with more hard evidence on patient safety and financial arguments for improving

diversity sensitivity and cultural competence at the organisational level.

• Evaluation tools should be simplified and include an additional qualitative part.

www.mem-tp.org

Assesment tools

1

Name

module 1

Name

module 2

Name

module 3

Name

module 4

Presentation Name

units 1-2

Name

units 1-2

Name

units 1-2

Name

units 1-6

Clarity, understanding and legibility Scale 1-5

Adecuacy of length Scale 1-5

Accuracy Scale 1-5

Credibility Scale 1-5

Consistency between the contents and the objectives Scale 1-5

Quality of design Scale 1-5

Adequacy of images Scale 1-5

Activities

Consistency between the activity(ies) and the objectives Scale 1-5

Please, asses the presentations and activities, where 1 is very low and 5 is very high

Trainees Manual Scale 1-5

Clarity, understanding and legibility Scale 1-5

Adecuacy of length Scale 1-5

Please, asses the trainees manual, where 1 is very low and 5 is very high

Module 1 Module 2 Module 3 Module 4

PRESENTATION: Clarity, understanding and legibility 4,32 4,29 4,30 4,21

PRESENTATION: Adecuacy of length 4,12 4,09 4,08 4,04

PRESENTATION: Accuracy 4,26 4,19 4,26 4,15

PRESENTATION: Credibility 4,30 4,28 4,19 4,26

PRESENTATION: Consistency between the contents and the objectives 4,20 4,14 4,21 4,19

PRESENTATION: Quality of design 4,15 4,16 4,16 4,09

PRESENTATION: Adequacy of images 4,23 4,20 4,19 4,14

ACTIVITIES: Consistency between the activity(ies) and the objectives 4,22 4,14 4,20 4,17

M1 M2 M3 M4

Training Materials results Survey

Copia de Training Materials_results-survey754582.xlsx

Phase Process Description Reference models

1Previous

evaluationProfessional profile Training specialist´s demographic and professional record PRIME® - 1994

Aspects to consider

Demographic details.

Previous training and experience.

Objective To improve the program´s efficacy to respond to training needs conditioned by the professional profile of the targeted students.

Method Demographic and professional details on the profile card.

Result Professional profile type matched to the needs analysis, expectations, satisfaction, learning, transference, and impact, in order to elaborate

recommendations for improving the design and development of training activities included in the program.

Who participates in the

evaluation Professionals enrolled in the program.

Dimensions and

indicators of the

evaluation

Demographic data: age, gender, nationality

Previous training (includes basic degrees, certificates, or diplomas obtained; occupation and workplace location)

2

When to evaluate Instrument Prior to the training.When the program begins

Personal and professional information record

INSTRUMENT 1 PARTICIPANT’S PROFESSIONAL PROFILE PROFESSIONAL AND DEMOGRAPHIC PROFILE

Basic Training Received (Educational qualifications – certificates, degrees, diplomas, etc.) Current occupation (position currently occupied and tasks you are responsible for completing) Workplace location (primary care center, level) Year in which basic training certificates, degrees or diplomas were obtained NationalityGender

Country Code Specialisation Total

Italy Medical Doctor

Hygiene and Public

Health 1

Infectious diseases 1

N/A 6

Psychiatry 1

Total Medical

Doctor 9

Nursing First Aid 2

Gynaecology and

Obstetrics 1

N/A 7

Neonatology 1

Pneumology 1

Total Nursing 12

Psychologist N/A 3

Total

Psychologist 3

Social Work N/A 1

Total Social

Work 1

Total Italy 25

Poland Medical DoctorDentist 1

Gynaecology and

Obstetrics 5

Medical Practitioner 2

N/A 4

Neonatology 1

Psychiatry 2

Surgery 2

Total Medical

Doctor 17

Nursing

Gynaecology and

Obstetrics 1

Infectious diseases 1

Midwifery 3

N/A 2

Total Nursing 7

Total Poland 24


Romania Engineer Analyst 1

Total Engineer 1

Jurist N/A 2

Total Jurist 2

Medical Assistant Economist 1

Inspector 3

Medical

Practitioner 8

N/A 2

Total Medical Assistant 14

Medical Doctor Epidemiologist 2

Inspector 1

Medical

Practitioner 8

N/A 1

Total Medical

Doctor 12

Psychologist N/A 2

Total Psychologist 2

Total Romania 31

Slovakia Medical Doctor

Medical

Practitioner 1

N/A 3

Pediatric 1

Public Health 1

Total Medical

Doctor 6

N/A N/A 2

Total N/A 2

Nursing N/A 12

Total Nursing 12

Total Slovakia 20


Spain Medical Doctor Emergencies 1


N/A 2

Pediatric 3

Psychiatry 1

Total Medical

Doctor 18

Nursing Emergencies 1

Gynaecology and

Obstetrics 2

Midwifery 2

N/A 5

Pediatric 1

Total Nursing 11

Social Work N/A 1

Total Social Work 1

Total Spain 30

Denmark Medical Doctor N/A 11

Public Health 1

Total Medical

Doctor 12

Nursing Midwifery 1

N/A 15

Total Nursing 16

Social Work Psychiatry 1

Total Social Work 1

Dietician N/A 1

Total Dietician 1

Physiotherapists N/A 8

Total Physiotherapists 8

Total Denmark 38

Total of Participants: 168

IDPhase Process Description Reference models

2Previous

evaluationNeeds Training needs for participant´s skills and expectations

Competences defined

UNE 66181 – 2008

Aspects to

consider

Needs of professionals targeted by the activity

Objective To improve the program´s efficacy to respond to expectations and training needs in a set of defined skills.

Method Questionnaire for the participants at the start of the program to identify the training needs related to their profile.

Activity to identify the student´s expectations about the course and their learning objectives.

Result Lessons learned and recommendations to improve the design and development of the training activities included in

the Program.

Who participates

in the evaluation Professionals enrolled in the Program.

Dimensions and

indicators of the

evaluation

Students´ expectations related to the usefulness of the learning experience during the specific practicals in the

program.

Training needs identified in the Program´s target population.

Information about training expectations and needs identified in the Program´s target population.

When to evaluate Instrument Prior to the training Post-training

Questionnaire related to the participant’s profile

INSTRUMENT 2.

QUESTIONNAIRE ON THE PROGRAM’S NEEDS

This is an anonymous and confidential questionnaire.

Your opinions will contribute to improving the quality of training this Program provides,

and we thank you in advance for your collaboration.

2

Following is a list of the training program’s core contents. We would like to know how

useful they are to you in carrying out your work:

Please rate on a scale of 0 to 5, with 0 indicating not at all useful and 5 very useful

Not at all useful: absolutely unnecessary for carrying out tasks related to my position

Very useful: Essential for carrying out tasks related to my position.

MODULE 1: SENSITIVITY AND AWARENESS OF CULTURAL AND OTHER FORMS OF DIVERSITY.

Cultural and other important types of diversity (cultural diversity refers to the plurality of cultural identities, population groups and

societies).

Intersectionality (intersectionality refers to the way migration status, ethnicity, class, gender, sexual orientation, ability status or other

aspects interact, shaping the social situation and lived experience of the person).

Construction of discrimination and stigma

Improving the minorities knowledge about their health rights and fighting discrimination and stigma

Influence of cultural backgrounds on health professionals’ and patients’ perceptions and behaviours

Addressing one’s own identity and prejudices;

Identifying aspects related to the positive contribution of interculturality and diversity sensitivity.

Developing strategies for health promotion and health education based on cultural diversity and interculturality.

3

MODULE 2: KNOWLEDGE ABOUT MIGRANTS, ETHNIC MINORITIES AND THEIR HEALTH

Social context of migrants and ethnic minorities

Social determinants of health

Needs and frequent types of health problems of migrants and ethnic minorities.

Morbidity and mortality patterns

Patterns of health services usage

Barriers of access to health care

MODULE 3: PROFESSIONAL SKILLS

Key elements in communicating with migrants or ethnic minority patients

Communication and intrapersonal skills (Empathy, Active/Reflective listening)

Barriers and facilitators to communication

Negotiation/collaboration

Conflict management

Breaking bad news

MODULE 4: KNOWLEDGE APPLICATION

People-centered approaches in health care for migrants and ethnic minorities

Health care oriented towards cultural and ethnic diversity

Health prevention and promotion oriented towards cultural and ethnic diversity

Reduction of health inequalities

Access to and quality of health care for migrants and ethnic minorities

Community-based approaches and promotion of the users' and communities’ participation and involvement

Intersectoral action for health (intersectoral action for health refers to actions undertaken by sectors outside the health sector, possibly, but not

necessarily, in collaboration with the health sector).

Please express the degree to which you would agree with the following

statements regarding the Program’s objectives

Please rate on a scale of 0 to 5, with 0 indicating “absolutely disagree” and 5 “totally agree”

1.I Understand:

The concepts of “culture”, “ethnic groups and minorities”, “migrants” and their background.

The concept of “intersectionality” and “intersectoral action”

The concepts of “stereotypes and generalisations”, “prejudices” and “discrimination”.

The concepts “multiculturalism”, “interculturalism”, “cultural competence”, “intercultural competence” and “diversity sensitivity”,

Basic demographic characteristics of the current migrant population and ethnic minorities.

Major trends and health concerns in the state of health of migrants and ethnic minorities, with focus on chronic diseases, communicable

diseases, mental health and reproductive health.

Social determinants of health of migrants and ethnic minorities.

Main patterns of use of health care services by migrant population and ethnic minorities according to the literature.

Barriers of access to health care.

Key elements in communicating with migrants or ethnic minority patients.Techniques related to intrapersonal outcomes aiming to improving health professional-patient interaction in culturally diverse contexts.

Strategies for planning and implementing actions related to one’s own workplace and daily professional practice with migrants and ethnic

minorities.

Best Practices related to health prevention and promotion oriented towards cultural and ethnic diversity from multidisciplinary perspectives.

Relevant aspects of quality oriented towards cultural and ethnic diversity, assessment methodologies and strategies.

Concepts and relevant aspects related to community-based approaches.

Strategies for developing intersectoral actions.

1. When I work I have the capacity:

To identify barriers and strategies for taking into account intersectionality in the health care practice.

To think over strategies against discrimination in health care oriented towards cultural and ethnic diversity.

To understand the influence of cultural backgrounds on the perceptions and behaviours of health professionals and patients.

To introduce the concepts of “health promotion”, “Health education” and relate them with cultural diversity and interculturality.

To identify aspects related to the positive contribution of interculturality and sensitivity to diversity

To apply the acquired knowledge about health concerns in the state of health of migrants and ethnic minorities, with focus on chronic

diseases, communicable diseases, mental health and reproductive health to clinical practice.

To identify barriers of access to health care and strategies to overcome those barriers

To identify the role of stereotypes in communication with migrants and ethnic minorities.

To identify communication and intrapersonal skills (empathy, active/reflective listening).

To acquire the ability to manage stress situations in the health professional-migrant/ethnic minority patients interaction

To practice the negotiation and collaboration skills

To think over the behaviors involved in conflict management

To apply a model of “people-centered health care” in the field of health care oriented towards cultural and ethnic diversity.

To reflect on the opportunities and limitations for applying organizational change related to cultural and ethnic diversity in the own

institutional context.

To develop health promotion and health prevention actions oriented towards cultural and ethnic diversity.

To apply quality assessment methods.

To develop participatory approaches in the field of health care oriented towards cultural and ethnic diversity.

To identify relevant stakeholders for intersectoral action related to the health of migrants and ethnic minorities in the own context, as well as

opportunities, barriers, resources and strategies.

Thank you for completing this questionnaire.

Evaluation of the Professional Profile and Training Needs:

Pre- / Post-Test

• Pre-test

Professional profile

Training needs

Level of understanding

Capacity

• Post-test

Training needs

Level of understanding

Capacity

Professional Profile Spain

Spain Medical Doctor Emergencies 1


N/A 2

Pediatric 3

Psychiatry 1

Total Medical Doctor 18

Nursing Emergencies 1

Gynaecology and

Obstetrics 2

Midwifery 2

N/A 5

Pediatric 1

Total Nursing 11

Social Work N/A 1

Total Social Work 1

Total Spain 30

Training Needs SpainAverage

SpainDPRE (30) POST (25)

MODULE 1

SENSITIVITY AND

AWARENESS OF CULTURAL

AND OTHER FORMS OF

DIVERSITY

Cultural and other important types of diversity 3,79 4,42 0,624

Intersectionality 3,83 4,46 0,631

Construction of discrimination and stigma 3,74 4,39 0,651

Improving the minorities knowledge about their health rights and fighting discrimination and stigma4,04 4,36

0,324

Influence of cultural backgrounds on health professionals’ and patients’ perceptions and behaviours4,10 4,40

0,297

Addressing one’s own identity and prejudices 3,93 4,60 0,669

Identifying aspects related to the positive contribution of interculturality and diversity sensitivity3,90 4,40

0,503

Developing strategies for health promotion and health education based on cultural diversity and

interculturality4,28 4,28

0,004

MODULE 2

KNOWLEDGE ABOUT

MIGRANTS, ETHNIC

MINORITIES AND THEIR

HEALTH

Social context of migrants and ethnic minorities 3,48 4,42 0,934

Social determinants of health 3,72 4,36 0,636

Needs and frequent types of health problems of migrants and ethnic minorities3,69 4,16

0,470

Morbidity and mortality patterns 3,41 4,32 0,906

Patterns of health services usage 3,62 4,04 0,419

Barriers of access to health care 3,69 4,20 0,510

MODULE 3

PROFFESSIONAL

COMPETENCES

Key elements in communicating with migrants or ethnic minority patients 3,96 4,48 0,516

Communication and intrapersonal skills (Empathy, Active/Reflective listening) 4,07 4,52 0,449

Barriers and facilitators to communication 3,96 4,52 0,556

Negotiation/collaboration 3,89 4,48 0,587

Conflict management 3,93 4,52 0,591

Breaking bad news 3,89 4,16 0,271

MODULE 4

KNOWLEDGE APPLICATION

People-centered approaches in health care for migrants and ethnic minorities3,79 4,28

0,494

Health care oriented towards cultural and ethnic diversity 3,86 4,28 0,423

Health prevention and promotion oriented towards cultural and ethnic diversity3,82 4,40

0,579

Reduction of health inequalities 4,07 4,36 0,289

Access to and quality of health care for migrants and ethnic minorities 4,00 4,16 0,160

Community-based approaches and promotion of the users' and communities’ participation and

involvement4,00 4,32

0,320

Intersectoral action for health 3,61 4,30 0,697

Results Pre-/Post-Test Spain

0,00

0,50

1,00

1,50

2,00

2,50

3,00

3,50

4,00

4,50

5,00

Cultura

l and

oth

er

imp

ort

ant…

Inte

rse

ctiona

lity

Constr

uction o

f dis

crim

ina

tion…

Impro

vin

g the

min

ori

ties…

Influence o

f cultura

l …A

ddre

ssin

g o

ne’s

ow

n identity

…Id

entify

ing

aspects

rela

ted

to…

Develo

pin

g s

trate

gie

s f

or…

So

cia

l co

nte

xt

of m

igra

nts

an

d…

So

cia

l d

ete

rmin

an

ts o

f health

Need

s a

nd fre

quen

t ty

pe

s o

f…M

orb

idity a

nd m

ort

alit

y p

attern

sP

attern

s o

f he

alth s

erv

ices…

Ba

rrie

rs o

f access to h

ealth c

are

Ke

y e

lem

ents

in…

Com

munic

atio

n a

nd…

Ba

rrie

rs a

nd fa

cili

tato

rs to

…N

ego

tiation

/colla

bo

ration

Conflic

t m

an

age

ment

Bre

akin

g b

ad n

ew

sP

eople

-cen

tere

d a

ppro

ach

es…

Health

ca

re o

riente

d tow

ard

s…

Health

pre

ven

tion a

nd…

Redu

ction o

f he

alth

ineq

ualit

ies

Acce

ss to a

nd q

ualit

y o

f he

alth

…C

om

munity-b

ased a

ppro

aches …

Inte

rse

cto

ral actio

n for

hea

lth

The c

oncepts

of “c

ulture

”, …

The c

oncept

of …

The c

oncepts

of “s

tere

oty

pes …

The c

oncepts

…B

asic

dem

ogra

phic

…M

ajo

r tr

end

s a

nd h

ealth

…S

ocia

l d

ete

rmin

an

ts o

f health…

Main

pa

ttern

s o

f u

se o

f health…

Ba

rrie

rs o

f access to h

ealth c

are

Ke

y e

lem

ents

in…

Tech

niq

ues r

ela

ted

to

…S

trate

gie

s f

or

pla

nnin

g a

nd …

Be

st P

ractice

s r

ela

ted to

…R

ele

vant

aspects

of qu

alit

y…

Conce

pts

and r

ele

va

nt…

Str

ate

gie

s for

de

velo

pin

g…

To id

entify

barr

iers

an

d…

To th

ink o

ver

str

ate

gie

s…

To u

nders

tan

d the in

fluence o

f…T

o intr

oduce t

he c

oncepts

of …

To id

entify

aspects

re

late

d to…

To a

pply

the a

cquir

ed…

To id

entify

barr

iers

of access…

To id

entify

th

e r

ole

of…

To id

entify

com

mun

ication a

nd…

To a

cq

uire

the

abili

ty to

…T

o p

ractice n

egotiation

and…

To th

ink o

ver

behavio

rs…

To a

pply

a m

odel of “p

eople

-…T

o r

efle

ct on

the

opp

ort

un

itie

s…

To d

evelo

p h

ealth

pro

motio

n…

To a

pply

qu

alit

y a

ssessm

en

t…T

o d

evelo

p p

art

icip

ato

ry…

To id

entify

rele

vant…

Item Average - Spain

PRE (30) POST (25)

Level of Understanding

I understand:

The concepts of “culture”, “ethnic groups and minorities”, “migrants” and

their background3,62 4,44

0,819

The concept of “intersectionality” and “intersectoral action” 3,29 4,48 1,194

The concepts of “stereotypes and generalisations”, “prejudices” and

“discrimination”3,62 4,64

1,019

The concepts “multiculturalism”, “interculturalism”, “cultural competence”,

“intercultural competence” and “diversity sensitivity”3,59 4,54

0,955

Basic demographic characteristics of the current migrant population and

ethnic minorities3,45 4,12

0,672

Major trends and health concerns in the state of health of migrants and

ethnic minorities, with focus on chronic diseases, communicable diseases,

mental health and reproductive health

3,62 4,36

0,739

Social determinants of health of migrants and ethnic minorities 3,59 4,56 0,974

Main patterns of use of health care services by migrant population and

ethnic minorities according to the literature3,52 4,32

0,803

Barriers of access to health care 3,52 4,40 0,883

Key elements in communicating with migrants or ethnic minority patients 3,62 4,52 0,899

Techniques related to intrapersonal outcomes aiming to improving health

professional-patient interaction in culturally diverse contexts3,76 4,52

0,761

Strategies for planning and implementing actions related to one’s own

workplace and daily professional practice with migrants and ethnic

minorities

3,59 4,32

0,734

Best Practices related to health prevention and promotion oriented towards

cultural and ethnic diversity from multidisciplinary perspectives3,66 4,40

0,745

Relevant aspects of quality oriented towards cultural and ethnic diversity,

assessment methodologies and strategies3,52 4,43

0,918

Concepts and relevant aspects related to community-based approaches 3,71 4,20 0,486

Strategies for developing intersectoral actions 3,30 4,29 0,995

Average


Capacity

When I work I have the

capacity:

To identify barriers and strategies for taking into account intersectionality in the health care

practice3,21 4,04

0,826

To think over strategies against discrimination in health care oriented towards cultural and

ethnic diversity3,24 4,04

0,799

To understand the influence of cultural backgrounds on the perceptions and behaviours of

health professionals and patients3,48 4,32

0,837

To introduce the concepts of “health promotion”, “health education” and relate them with cultural

diversity and interculturality3,62 4,29

0,671

To identify aspects related to the positive contribution of interculturality and sensitivity to

diversity3,68 4,16

0,481

To apply the acquired knowledge about health concerns in the state of health of migrants and

ethnic minorities, with focus on chronic diseases, communicable diseases, mental health and

reproductive health to clinical practice.

3,39 4,12

0,727

To identify barriers of access to health care and strategies to overcome those barriers3,25 3,88

0,630

To identify the role of stereotypes in communication with migrants and ethnic minorities3,37 4,08

0,710

To identify communication and intrapersonal skills (empathy, active/reflective listening3,64 4,36

0,717

To acquire the ability to manage stress situations in the health professional-migrant/ethnic

minority patients interaction3,39 4,12

0,727

To practice negotiation and collaboration skills 3,57 4,24 0,669

To think over behaviors involved in conflict management 3,61 4,20 0,593

To apply a model of “people-centered health care” in the field of health care oriented towards

cultural and ethnic diversity3,71 4,44

0,726

To reflect on the opportunities and limitations for applying organizational change related to

cultural and ethnic diversity in the own institutional context.3,46 4,12

0,656

To develop health promotion and health prevention actions oriented towards cultural and ethnic

diversity3,64 4,16

0,517

To apply quality assessment methods 3,25 3,80 0,550

To develop participatory approaches in the field of health care oriented towards cultural and

ethnic diversity3,21 4,00

0,786

To identify relevant stakeholders for intersectoral action related to the health of migrants and

ethnic minorities in the own context, as well as opportunities, barriers, resources and strategies

3,32 3,92

0,599

Average


1. Teaching quality feedback questionnaire (face-to-face Course)

Course Information

Title:

Coordinators:

Secretary:

Indicate on a scale from 0 to 10, where 0 represents the most negative valuation possible (poor quality, totally dissatisfied, etc.), and 10 is the highest possible score (excellent quality,

total satisfaction, etc). If you are unable to give a response, please use DK (don´t know)

Evaluation of the FACE-TO-FACE PHASE

A. OBJECTIVES

P1. Clarity of the objectives outlined in the course schedule 0 1 2 3 4 5 6 7 8 9 10 DK

P2. Level of attainment of the proposed learning objectives 0 1 2 3 4 5 6 7 8 9 10 DK

B. THEMATIC CONTENT

P3. Suitability of the content developed for achieving the course objectives 0 1 2 3 4 5 6 7 8 9 10 DK

P4. Adequacy of the structure and organization of the course content 0 1 2 3 4 5 6 7 8 9 10 DK

C. LEARNING-TEACHING METHODOLOGY

P5. Suitability of the methodology for fulfilling the course objectives 0 1 2 3 4 5 6 7 8 9 10 DK

P6. How useful did you find the practical cases used in the course? 0 1 2 3 4 5 6 7 8 9 10 DK

P7. Quality of the teaching resources used on the course 0 1 2 3 4 5 6 7 8 9 10 DK

P8. Quality of support provided by the EASP Online Platform0 1 2 3 4 5 6 7 8 9 10 DK

D. BIBLIOGRAPHY

P9. Relevance of the course bibliography 0 1 2 3 4 5 6 7 8 9 10 DK

4

LABEL QUESTION AVERI

GE

P1 Clarity of the objectives outlined in the course schedule 9.85

P2 Level of attainment of the proposed learning objectives 9.35

P3 How useful did you find the practical cases used in the course? 9.40

P4 Adequacy of the structure and organization of the course content 9.85

P5 Suitability of the methodology for fulfilling the course 9.85

P6 How useful did you find the practical cases used in the course? 9.35

P7 Quality of the teaching resources used on the course 9.40

P8 Quality of support provided by the EASP Online Platform 9.35

P9 Relevance of the course bibliography 9.60

P10 Quality of the course coordination (program design, organization of the teaching staff, and methodology) 9.90

P11 Efficiency of the course administration (Course logistics, attention given to the participants etc.) 9.95

P12 Level of expertise of the teaching staff in relation to the course content 9.90

P13 Quality of theoretical presentations given by the teaching staff 9.40

P14 Quality of the methodological skills of the teaching staff 9.90

P15 Adaptability of the teaching staff to the needs of the group 9.85

P16 Suitability of individual guidance given by the teacher 9.90

P17 Encouragement given by the teaching staff in terms of student participation in the teaching activities 9.95

P18 The extent to which the teacher has displayed different points of view with regard to the given topics 9.95

P19 Quality of the treatment given to students on the part of the teaching staff 9.45

P20 Noteworthy aspects of the teaching team: Write: Name of the teacher / outstanding aspects (positive or

negative)

9.95

P21 How do you rate the level of learning that you have achieved throughout this course? 9.20

P22 Usefulness of the course for your professional activities 9.80

P23 In general, how satisfied are you with this course? 9.95

P24 To what extent has this course met your expectations? 9.85

1. Teaching quality feedback questionnaire (face-to-face Course)

Cursul mi-a intrecut

asteptarile din toate

punctele de vedere, in

sens pozitiv, fireste

Mulţumiri pentru tot. Cunoştinţele

oferite sunt utile şi vreau să ne

invitaţi şi la alte cursuri necesare

pentru activitatea noastră.

Excelent Adriana, Mariana

si Alexandra.

Asteptam mai mult de la

Luminita.

a fost o experienta

foarte frumoasa

am identificat probleme

la care nici nu ma

gandeam

am identificat metode

de rezolvare

problemele legate dev

sanatate sunt comune

cu populatia generala

am identificat bariere

(P25)

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