Abstract:
Background: Health care institutes invest valuable resources to improve health care delivery and maximize profitability. Health professionals are selected for training programs to acquire the desired knowledge and skills, and apply those at workplace for the brighter future of the institute. However, occasionally the desired outcomes after such measures are usually not attained.
Methodology: A qualitative descriptive study was undertaken. Semi-structured interviews conducted over ZOOM from July 2021 to August 2021. Purposive sampling was done, and 12 health professionals were interviewed about parameters of training transfer.
Results: The qualitative data analysis was the second stage. Twelve people took part in a semi-structured interview, which included health professionals from the following domains: 3 medical doctors, 4 dental professionals, 1 DPT faculty member, 2 nursing faculty members, and 2 allied health sciences faculty members. Following a content analysis of the qualitative data, ten themes were identified, which were then divided into four domains: Trainee characteristics, training design, organizational environment, and profession are all factors to be considered.
Conclusion: The study explores many factors that influence training transfer, and conducting diagnostic evaluations can assist learners, trainers, and training managers achieve effective training transfer. It will pave ways to improve faculty development program by early diagnosis and interventions to improve overall outcome of the program.
