{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/11998"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/11998","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"Teaching the teachers : a modified mixed methods case study in evaluating allied health instructor training with the New World Kirkpatrick Model.","abstract":"Instructors in the Medical Laboratory Science (MLS) program at Vanderbilt University Medical Center (VUMC) work within the Diagnostic Laboratories and volunteer as adjunct instructors for the educational program. Instructors do not receive training when they assume this role and must learn how to teach while actively creating and modifying instructional materials. An online allied health instructor training program was developed and piloted to five MLS program instructors. The purpose of this modified mixed methods case study was to evaluate this instructor training program at VUMC using the New World Kirkpatrick model of training program evaluation of participants' reactions, learning, behavioral changes, and results to determine if the program aligns with the organization's pillar goals and should be implemented on a greater level within the organization (Kirkpatrick & Kirkpatrick, 2016). The modified mixed methods case study aligned all stages of the New World Kirkpatrick model. Level 1, reactions, and Level 2, learning, were assessed through quantitative methods based on survey responses and pre- and post-tests. Level 3, behavior changes, was assessed through a qualitative self-reflection. Results from all three levels were combined to determine support of the VUMC pillar goals of people, service, quality, growth and finance, and innovation (VUMC, 2021). The program evaluation determined that the online allied health instructor training program was satisfactory to participants, correlated with an increase in knowledge, and motivated and supported instructors to make behavioral changes, though time was a limitation to making changes. Additionally, the program supported the VUMC pillar goals. Based on the results of this study, the allied health instructor training program will be offered to additional instructors in the MLS program and other allied health programs at VUMC to increase morale and support to the instructors and improve instructor retention while decreasing the chance for burnout (Reith, 2018; Roming et al., 2011). Improving instructor knowledge and behavior contributes to support for students and the communities they serve. Additional training modules will be added to the program. The results of this study will be shared with other allied health educational programs to provide a foundation and standardization for instructor training.","abstract_html":"Instructors in the Medical Laboratory Science (MLS) program at Vanderbilt University Medical Center (VUMC) work within the Diagnostic Laboratories and volunteer as adjunct instructors for the educational program. Instructors do not receive training when they assume this role and must learn how to teach while actively creating and modifying instructional materials. An online allied health instructor training program was developed and piloted to five MLS program instructors. The purpose of this modified mixed methods case study was to evaluate this instructor training program at VUMC using the New World Kirkpatrick model of training program evaluation of participants' reactions, learning, behavioral changes, and results to determine if the program aligns with the organization's pillar goals and should be implemented on a greater level within the organization (Kirkpatrick & Kirkpatrick, 2016). The modified mixed methods case study aligned all stages of the New World Kirkpatrick model. Level 1, reactions, and Level 2, learning, were assessed through quantitative methods based on survey responses and pre- and post-tests. Level 3, behavior changes, was assessed through a qualitative self-reflection. Results from all three levels were combined to determine support of the VUMC pillar goals of people, service, quality, growth and finance, and innovation (VUMC, 2021). The program evaluation determined that the online allied health instructor training program was satisfactory to participants, correlated with an increase in knowledge, and motivated and supported instructors to make behavioral changes, though time was a limitation to making changes. Additionally, the program supported the VUMC pillar goals. Based on the results of this study, the allied health instructor training program will be offered to additional instructors in the MLS program and other allied health programs at VUMC to increase morale and support to the instructors and improve instructor retention while decreasing the chance for burnout (Reith, 2018; Roming et al., 2011). Improving instructor knowledge and behavior contributes to support for students and the communities they serve. Additional training modules will be added to the program. The results of this study will be shared with other allied health educational programs to provide a foundation and standardization for instructor training.","abstract_has_math":false,"creators":["Covas, Holly, 1981-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Talbert, Tony L."],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-05","date_published":"2022-05","updated_at":"2026-07-24T01:07:56Z","subjects":["Allied health.","New World Kirkpatrick Model.","Program.","Evaluation.","Training.","Impact.","Instructor."],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2104/11998","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Talbert, Tony L."]},{"key":"dc:creator","label":"Author","values":["Covas, Holly, 1981-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-06-03T13:21:49Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-06-03T13:21:49Z"]},{"key":"dc:date.issued","label":"Date","values":["2022-05"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Baylor University."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Allied health.","New World Kirkpatrick Model.","Program.","Evaluation.","Training.","Impact.","Instructor."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2104/11998"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Instructors in the Medical Laboratory Science (MLS) program at Vanderbilt University Medical Center (VUMC) work within the Diagnostic Laboratories and volunteer as adjunct instructors for the educational program. Instructors do not receive training when they assume this role and must learn how to teach while actively creating and modifying instructional materials. An online allied health instructor training program was developed and piloted to five MLS program instructors. The purpose of this modified mixed methods case study was to evaluate this instructor training program at VUMC using the New World Kirkpatrick model of training program evaluation of participants' reactions, learning, behavioral changes, and results to determine if the program aligns with the organization's pillar goals and should be implemented on a greater level within the organization (Kirkpatrick & Kirkpatrick, 2016). The modified mixed methods case study aligned all stages of the New World Kirkpatrick model. Level 1, reactions, and Level 2, learning, were assessed through quantitative methods based on survey responses and pre- and post-tests. Level 3, behavior changes, was assessed through a qualitative self-reflection. Results from all three levels were combined to determine support of the VUMC pillar goals of people, service, quality, growth and finance, and innovation (VUMC, 2021). The program evaluation determined that the online allied health instructor training program was satisfactory to participants, correlated with an increase in knowledge, and motivated and supported instructors to make behavioral changes, though time was a limitation to making changes. Additionally, the program supported the VUMC pillar goals. Based on the results of this study, the allied health instructor training program will be offered to additional instructors in the MLS program and other allied health programs at VUMC to increase morale and support to the instructors and improve instructor retention while decreasing the chance for burnout (Reith, 2018; Roming et al., 2011). Improving instructor knowledge and behavior contributes to support for students and the communities they serve. Additional training modules will be added to the program. The results of this study will be shared with other allied health educational programs to provide a foundation and standardization for instructor training."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Teaching the teachers : a modified mixed methods case study in evaluating allied health instructor training with the New World Kirkpatrick Model."]}]}],"canonical_facts":{"dc:contributor.advisor":["Talbert, Tony L."],"dc:creator":["Covas, Holly, 1981-"],"dc:date.accessioned":["2022-06-03T13:21:49Z"],"dc:date.available":["2022-06-03T13:21:49Z"],"dc:date.issued":["2022-05"],"dc:description.abstract":["Instructors in the Medical Laboratory Science (MLS) program at Vanderbilt University Medical Center (VUMC) work within the Diagnostic Laboratories and volunteer as adjunct instructors for the educational program. Instructors do not receive training when they assume this role and must learn how to teach while actively creating and modifying instructional materials. An online allied health instructor training program was developed and piloted to five MLS program instructors. The purpose of this modified mixed methods case study was to evaluate this instructor training program at VUMC using the New World Kirkpatrick model of training program evaluation of participants' reactions, learning, behavioral changes, and results to determine if the program aligns with the organization's pillar goals and should be implemented on a greater level within the organization (Kirkpatrick & Kirkpatrick, 2016). The modified mixed methods case study aligned all stages of the New World Kirkpatrick model. Level 1, reactions, and Level 2, learning, were assessed through quantitative methods based on survey responses and pre- and post-tests. Level 3, behavior changes, was assessed through a qualitative self-reflection. Results from all three levels were combined to determine support of the VUMC pillar goals of people, service, quality, growth and finance, and innovation (VUMC, 2021). The program evaluation determined that the online allied health instructor training program was satisfactory to participants, correlated with an increase in knowledge, and motivated and supported instructors to make behavioral changes, though time was a limitation to making changes. Additionally, the program supported the VUMC pillar goals. Based on the results of this study, the allied health instructor training program will be offered to additional instructors in the MLS program and other allied health programs at VUMC to increase morale and support to the instructors and improve instructor retention while decreasing the chance for burnout (Reith, 2018; Roming et al., 2011). Improving instructor knowledge and behavior contributes to support for students and the communities they serve. Additional training modules will be added to the program. The results of this study will be shared with other allied health educational programs to provide a foundation and standardization for instructor training."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/11998"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"dc:subject":["Allied health.","New World Kirkpatrick Model.","Program.","Evaluation.","Training.","Impact.","Instructor."],"dc:title":["Teaching the teachers : a modified mixed methods case study in evaluating allied health instructor training with the New World Kirkpatrick Model."],"dc:type":["Thesis"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["Baylor University."]},"updated_at":"2026-07-24T01:07:56Z"}