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In seeking to evaluate a train-the-trainer program for cultural competence, Assemi, Mutha, and Hudmon (2007) are of the opinion that the pharmacy faculty members’ cultural competency training enhanced the confidence of participants. According to the authors, “in the academic year following the training, participants taught more than 2900 students.” As the authors further point out, this is a rather interesting finding because vast majority of the participants in the workshop did not have prior teaching training on cultural competence. Several factors, which include calling on the workshop participants to not only develop, but also engage in discussions on curricular plans, could be attributed to this. This is an assertion that is in agreement with the points raised by Hoge, Craft, Calcote, McFaul, and Paris (2016) to the effect that a lot be allocated to practice – with trainers in their case having to practice, in front of their peers, the relevant curriculum delivery approaches and skills. Some of the issues that ought to be improved upon, according to Assemi, Mutha, and Hudmon (2007), are enhanced cultural competence curricula evaluation and formulation of course materials that are more instructive. The only challenge identified by Hoge et al. (2016) is the provision of “incentives for these workers once trained to continue to do this important work.” According to Cross et al. (2014), the linkages a trainer may have with another program could get in the way of the present intervention instruction. In their own words, “improvement in performance is not likely without … specific feedback.” This is a point of view supported by Hoge et al. (2006) who observe that feedback ought to be provided. This would come in handy in seeking to implement the relevant adaptations. In my opinion, the second approach would be the most valid. This is more so the case given the insistence on constant engagements on curricular plans amongst participants and the comprehensive nature of the workshop.
References
Assemi, M., Mutha, S. & Hudmon, K.S. (2007). Evaluation of a Train-the-Trainer Program for Cultural Competence. American Journal of Pharmaceutical Education, 71(6), 1-8.
Cross, W.F., Pisani, A.R., Schmeelk-Cone, K., Xia, Y., Tu, X., McMahon, M., Munfakh, J.L. & Gould, M.S. (2014). Measuring Trainer Fidelity in the Transfer of Suicide Prevention Training. Crisis, 35(3), 202-212.
Hoge, M.A., Craft, K.L., Calcote, R.M., McFaul, M. & Paris, M. (2016). Building the Skills of Direct Care Workers: The Alaskan Core Competencies Initiative. Journal of Rural Mental Health, 40(1), 31-39.
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