Table 1.

Training methods, indications for use, suggestions for competency assessment, and examples from research program

Training Type	Indications for use	Competency Assessment	Example of Implementation
Independent	For low complexity topics for which textbook information is readily available, and for which competency can easily be assessed.	Web-based, computer-based, or paper and pencil self-administered testing that can be graded by designated research team members or third party.	Independent training was provided for topics such as recruitment process, Health Insurance Portability and Accountability Act (HIPAA) training, and ethical considerations in research with humans. For these training topics, team members were allotted a specific amount of time to read and discuss assigned texts in preparation for subsequent competency assessments.
Self-Directed	To foster professional growth, broaden knowledge base and satisfy intellectual curiosity.	Does not include competency assessments so should only be used for non-essential training topics.	Team members were provided articles and books on behavior change theories commonly used in HIV prevention research so that staff would be able to understand the current project within the broader context of theory-based research.
Group-Didactic	This training is indicated for topics that are too complex for independent- training but for which little intra-group interaction is necessary (or desired).	Self-administered testing, assessment of content accuracy of tape-recorded intervention group sessions	Used to teach team members about the physiology of HIV transmission, including how the presence of non-HIV STDs facilitates the transmission of HIV.
Group- Interactive	Topics in which discussion is necessary to help staff better appreciate the complexity of the topic area.	Qualitative staff reports about situations encountered during the course of the project and an assessment of whether situation was handled per training protocol or if protocol was adequate to address situation.	This method was used to train on topics such as group conflict resolution. Team members role-played problem scenarios that could be encountered during intervention group sessions or attempts to contact participants for follow-up.
Simulation Based	This method is used for team members to confront planned errors or possible problems they may encounter in their roles and practice working through them in a supportive coaching environment.	Qualitative staff reports about situations encountered during the course of the project and an assessment of whether situation was handled per training protocol or if protocol was adequate to address situation.	Used with recruiters to simulate approaching a potential participant for screening and informed consent. Staff portraying adolescent girls presented with multiple unanticipated problems (as may arise during actual recruitment). The recruiter’s task was to manage these problems; coaching was provided as needed.
Supervisory- iteration	For use with quality assurance and other ongoing monitoring of team productivity, particularly for personnel stationed at off-site location where close monitoring is impractical.	Periodic evaluations of role performance; assessment of content accuracy of tape- recorded intervention group sessions; periodic observation of team members in performance of their duties.	Ongoing review of audio-taped group sessions. Trained doctoral students (raters) assess the degree to which facilitators adhere to the intervention curricula and motivational enhancement techniques. Areas of underperformance and other threats to intervention integrity are documented on standardized rating sheets and facilitators receive feedback via their supervisors.