الفهرس 
INTRODUCTIONOnly 14 pages are availabe for public view
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Abstract
Appropriate training in teaching and learning methods is not currently a luxury. Today’s teacher has to be prepared for many roles to keep with the changes in curriculum development and educational methods. The WHO stress that promoting the teaching capabilities of trainers of health personnel is an essential component in the development of human resources for health. Since better application of the principles of adult learning can help teachers become better facilitators of learning, self-directed learning modules have been designed and used effectively. One of the main objectives in the Family Medicine postgraduate program in the department of Family Medicine at Suez Canal University is to provide the Egyptian community with competent family physicians; to fulfill this objective there is a need to understand the way of their teaching and training. Therefore, this proposed work is an attempt to assess certain teaching competencies of the trainers, and at the same time, it will enhance these competencies through a Training of Trainers (TOT) program.
The study is aimed at improving the educational outcome by developing a highly competent family medicine trainer through assessing the teaching and training performance of family medicine trainers regarding presentation skills, conducting one-to-one clinical teaching, and giving feedback session, developing and implementing a related TOT program, and evaluating its effect on trainers’ teaching and training performance. The study was conducted in the Family Medicine Department and the Family Medicine Centers and clinics affiliated to the Faculty of Medicine, Suez Canal University (FOM/SCU) using a quasi-experimental research design with pre-post assessment. The study involved a group of 20 instructors (teachers/trainers), a second group of 20 postgraduate students enrolled in the program during the study, and a third group of experts in Family Medicine and Medical Education for validating the data collection tools and the developed TOT program. The data collection tools included a self-administered questionnaire for trainer’s self-evaluation of teaching skills and competencies and related knowledge and attitudes, and observation checklists for performance in oral presentation and clinical teaching. The tools were validated by experts and pilot-tested. The study was carried out through assessment, planning, implementation, and evaluation phases. The researcher developed the TOT program based on pertinent literature and identified needs. It was then validated, and implemented. Its effectiveness was evaluated through assessment of performance one month after the completion of the program.