Mr James Bartholomew1, Ms Kirby Adams1, Ms Chanelle Louwen1
1Logan Hospital, Metro South Health, , Australia
Biography:
A clinical service director and novice researcher, with an interest in workforce education and development. This research also integrated my interests in data analytics and implementation science methodology and has resulted in collaboration and connection of likeminded clinical education lead across Australia.
Abstract:
Background:
Training needs analysis is recognised as key for developing targeted workforce education and training, yet the literature suggests it is rarely implemented. This study aimed to identify the training needs of Allied Health Professionals in the Australian public health sector, examining variations by profession, experience, age, and geographical work location.
Method:
This nationwide analytical cross-sectional study was conducted from May to August 2024, applying a modified Hennessy Hicks Training Needs Analysis Questionnaire. This 40-item tool helped indicate training needs, with high 'importance' scores and low 'performance' scores signalling tasks and domains the workforce rated as a high training priority. Responses were rank ordered and analysed against different demographic variables.
Results:
Out of 2,440 respondents from six state/territories comprising 34 health districts and 21 professions, most were from metropolitan areas (76%), with the remainder working in regional (2.3%), rural (8.0%), and remote (14%) locations. 'Leadership/continuous improvement' consistently emerged as the top training need domain, regardless of profession, age, experience, or workplace geography (0.98±1.06). 'Managing work-life balance' was the highest rated individual task, showing a universal priority need across all sub-groups (1.69±1.69).
Discussion:
The homogeneity of training need priorities across Allied Health Professionals supports the value of delivering interprofessional training programs that focus on continuous improvement and leadership. The study also found commonality in what the workforce identifies as a current training gap and associated development priority, implicating the need for future research to define specific learning objectives and outcomes for addressing work-life balance management.