Ms. Mariella Bombagi Ms. Rebecca Cachia Fearne Dr. Mario R. Sammut A Training Needs Analysis of Health Professionals in Malta’s Primary Health Department: A boon or a bane?

Malta Population: 409,000 (UN, 2009) Capital city: Valletta Area: 316 sq km (122 sq miles) Major Language : Maltese, English Major Religion : Roman Catholic

Primary Health Care in Malta In Malta, primary health care is provided by the public and the private sectors. In the public sector, PHC is delivered through 8 health centres; 3 of which offer 24 hour medical and nursing care. Other health care services offered during the day from these centres include: primary child health and immunisation, maternity health, migrant health, physiotherapy, podology, speech therapy and pharmacy services. The Practice Development Unit and the Specialist Training Programme in Family Medicine (STPFM) are responsible for the education of primary health professionals.

 Assistance to health professionals working within the department in their continuing professional and role development.  Organisation of educational activities in the form of lectures, seminars and a biennial primary health conference.  Following Malta’s accession to the EU in 2004, family medicine was accepted as a specialty - STPFM is a three-year programme based in family practice and taught by GP trainers, while supplemented by attachments with appropriate hospital specialties. The Practice Development Unit and the Specialist Training Programme in Family Medicine (STPFM)

Aim and Objectives of the Study Aim  To conduct a training needs analysis amongst health care professionals (HCPs) within the Maltese Primary Health Department. Objectives  To analyse the specific topics/subjects which the HCP would like to be more knowledgeable on.  To identify the factors that are encouraging HCPs to attend training  To investigate the barriers that are inhibiting HCPs from attending in-service training.  To explore what can be done to eliminate these barriers.  To identify the preferred learning formats and methods by HCPs

Background to the Study Training Needs Analysis  The first step in a cyclical process  Contributes to the overall training and education strategy of staff in an organisation or professional group Barbazette, J. (2006) Training needs Assessment: Methods, Tools and Techniques. Pfeiffer, U.S.A.

Methodology  A questionnaire composed of 12 questions was formulated after reviewing relevant literature. A covering letter was attached.  Approval to conduct the TNA questionnaire was given by the Primary Health Director. No ethical approval was needed since no sensitive personal data was gathered.  A pilot study was conducted in one health centre with a range of HCP’s. Necessary changes in the tool were implemented.  A prize raffle was used as an incentive to encourage participation in this survey.

Target Population Total Number of HCP (N=504) Respondents Number (n) Percentage (%) Nurses & Midwives Medical Pract Auxiliary Staff SLP Pharmacy Prof Podologists Dentists & Den. Hyg Physiotherapists

Length of Time for all HCP’s working within Primary Health

Preferred Health Related Topics

Why should I attend the course? % of Health Professionals

What other factors are conducive to participation?

Obstacles to in-training participation

Obstacles to in-training participation according to one’s practice “Concession to close pharmacy… ” Pharmacy Professionals (n=3) “ Lectures need to be repeated… ” Nurses & Midwives (n=18)

How can training be improved? Health Care Professionals

Types of Learning Approaches

Conclusion The TNA revealed information important to the PHD’s training and educational strategy namely: 1. The programme topic and having a centralised, comfortable venue for in- service training are factors that may positively influence a health professional's decision to attend. 2. Participation may be further increased if lectures are repeated and the chosen topics are relevant to one’s profession. 3. Lack of time, not being informed of existing courses, shortage of staff, and other commitments are all obstacles that hinder participation to training, for all professions. 4. As to the preferred learning approach, auxiliary staff, medical practitioners, nurses & midwives, physiotherapists and pharmacy staff prefer 1-2 hr lectures, dentists, dental hygienists and podologists prefer a practical approach and SLP prefer a half day seminar/course.

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