Evaluation of training effectiveness in the Spanish health sector

Abstract

Purpose

The evaluation of training results in large groups with limited resources is one of the challenges of organisations. This paper aims to provide a methodological approach to facilitate evaluation of training among large groups. The paper presents the tools and the results of an evaluation of a whole training plan on the rational use of medicines addressed to 1,550 health professionals in Spain.

Design/methodology/approach

Two questionnaires were administered to the trainees in order to evaluate transfer of training: one questionnaire upon finishing the training session and another one two months later. A total sample of 351 subjects was obtained from 53 different training programs linked with the rational use of medicines.

Findings

Results show that most of the trainees had improved their professional performance, especially the duties related to the selection and use of medicines. Key factors for transfer, such as motivation and support from the organisation, which are present when the transfer is higher, were also detected.

Practical implications

The research offers an easily applicable tool that can be used by organisations with few resources available for evaluation. The tool allows evaluation of the maintenance of the acquired learning, the particular changes in professional performance that prevail in time, and the factors that contribute to such changes.

Originality/value

This study provides a model to evaluate transfer of training that can be useful for practitioners and researchers who want to evaluate training effectiveness among large groups. It also contributes relevant information about the health sector and about large organisations with a lot of working offices, which could help advancing towards improving the effectiveness of training.

Citation

Pineda‐Herrero, P., Belvis, E., Moreno, V., Duran‐Bellonch, M.M. and Úcar, X. (2011), "Evaluation of training effectiveness in the Spanish health sector", Journal of Workplace Learning, Vol. 23 No. 5, pp. 315-330. https://doi.org/10.1108/13665621111141911