In the pre- and post-assessment, both groups assessed trainers' feedback as very valuable after step 4 of Peyton's four-step approach (T1) as well as after the final, sixth repetition (T2), with no significant difference between the study groups (see Table 2).
The fidelity assessment of trainers by students also showed the importance of giving easy to understand presentations by trainers.
That is to say, a diagnostic assessment provides trainers with information about what students know and do not know.
We tested whether pair wise assessment of trainers and trainees was different using a Wilxoxon test.
Secondary endpoints were task-specific clinical skill performance, skill-specific self-efficacy ratings, and pre- and post-assessment of trainer's feedback (T1 and T2).
This may be done in the form of a training of trainers' workshop (ToT), a needs assessment for these trainers would precede such a ToT workshop(s).
Similarly, in Australia and New Zealand, nephrology trainees partake in regular formative and summative assessments with their trainer (case-based discussions, clinical assessments, progress reports, annual projects) [ 9].
However, they do not suggest any accepted or validated methods of trainer assessment, nor do they indicate how these might be implemented and monitored in a real-world training program to determine their effect on trainee outcomes.
During an initial home visit (approximately 2 h, 1 3 weeks after the baseline assessment), the exercise trainer (exercise physiologist or physiotherapist) will explain to the participant how to use the Standing Tall programme.
The assessment of surgical trainers is less well evolved by comparison.
The cases focused on the assessment approaches that trainers used in their training of VET students.
