Training management in healthcare IT projects

Best practices in training management for hospitals

In the field of healthcare IT, training management is a central pillar of project success, but it also has a wide range of requirements. Especially in complex projects such as the implementation of new hospital systems, a comprehensive understanding of the various project phases – particularly the testing and training phase – is crucial. This article highlights how a well-thought-out concept can improve training management in complex hospital projects – and how modern learning methods make all the difference.

Healthcare IT projects and what makes them special

Let’s imagine a large-scale hospital project in which training management is crucial to success. When we talk about such projects, we are talking about large-scale hospital projects and programmes for hospital operators or university hospitals. These projects often involve the complete introduction of a new hospital information system (HIS), comprise numerous sub-projects (often more than 20) and involve a large number of people.

Let’s take a patient’s journey through the hospital as an example. From inpatient admission, which collects all relevant data and treatment contracts, to the anamnesis and necessary admission examinations, which often begin on an outpatient basis, to accommodation on the ward. There, the patient is provided with food and medication and diagnostic procedures such as laboratory, X-ray or endoscopy are carried out. The process also includes planned operations, short-term stays in the intensive care unit, final examinations and preparation for the discharge process, including the creation of a doctor’s letter.

IT systems support all these steps to ensure the necessary documentation and findings and to secure subsequent billing. These processes are defined, designed, implemented, trained for and tested in the clinic projects and put into operation on a fixed day (go-live).

If we imagine that this is being done for five or ten clinics of a clinic operator or even for over 30 clinics of a university hospital, it becomes clear why the size, complexity and the large number of professional groups involved make these clinic projects so special and challenging.

Organisational aspects of training management

In hospital projects, training management faces particular challenges: the large number of professional groups and the high workload of employees requires that training days be used efficiently and effectively in order to disrupt regular operations as little as possible. The costs of this training and the time lost due to absenteeism should not be underestimated.

Training management in, for example, HIS migrations is therefore best viewed as a separate (sub)project within the overall project.

Training must be managed systematically, with a clear focus on the professional groups involved and their specific training needs. This is best done using a training and testing concept that also takes into account the time frame of the overall project.

The specific planning of training for 5,000 or more employees, with different content and duration, should not be underestimated.

Careful preparation with realistic test cases and training scenarios ensures that all participants can apply the content in practice. For example, training for patient admission requires prepared case studies, while radiology or laboratory requirements require prepared test cases. In addition, a suitable test environment with a highly advanced implementation status is essential to conducting realistic training. In addition to the content, the organisation of the training itself must also be planned: access to training rooms and PCs, as well as the system connection, must be ensured and tested. Digital support for booking training rooms, trainers and specific training dates makes organisation considerably easier.

Roles and responsibilities in training management

In large-scale projects such as the implementation of new systems in an entire university hospital, a training coordinator is needed to take over the organisation and coordination of the training. To support this, many hospitals rely on a network of trainers and key users who act as multipliers. These ‘process coaches’ are specially trained to guide their colleagues through complex hospital processes and to apply the newly acquired knowledge effectively.

Defining clear roles, such as those of the training instructor or key user, is also essential. Training instructors are the ones who lead the training for end users in the clinic and often have a background in education. Their job is to impart extensive knowledge that goes beyond mere system operation. In contrast, key users are important points of contact within their departments who help their colleagues operate the system in their day-to-day work and provide support when the system goes live.

Another option is to introduce certification and training programmes for trainers who want to develop their training skills and become qualified training experts. Certified trainer training by system vendors or partners also helps to motivate trainers and enhance their professionalism in the project.

Innovative approaches such as the introduction of departmental coaches can expand traditional roles and thus increase the effectiveness of training and system utilisation.

Process-related training and education in the clinical setting

In the clinical setting, process-specific training offers great added value. This training is aligned with specific processes such as ward rounds or surgical documentation and ensures that employees acquire exactly the knowledge they need for their work. Here, training needs may vary from department to department and should be tailored to the specific requirements.

Furthermore, training can be aligned with the functional specifications of the hospital staff. This means that content is specifically differentiated according to professional groups and areas of application, ensuring a personalised and more effective training experience.

It is also important to define process standards in the projects, as they form an important basis for designing the training concept and selecting the methods that can be used.

Effective training management requires a mix of different training methods – ideally a well-thought-out blended learning strategy. To this end, an eLearning module is provided first to convey the basic content. Building on this, in-depth classroom training can then follow, in which specific questions are clarified and practical exercises are carried out.

The most important formats include:

1. eLearning: online courses offer a flexible and easily accessible way to learn knowledge independently of time and place. Employees can use a learning platform to familiarise themselves with topics independently, which is particularly useful for general basics and for preparing for face-to-face training.
2. Classroom training: This form of training remains indispensable, especially when complex content needs to be taught. In classroom training, questions can be answered immediately and what has been learned is applied together in the group. In addition, this form of training offers space for practical exercises and more intensive supervision by the trainer.
3. Blended learning: Blended learning combines eLearning modules with face-to-face training, thus offering the opportunity to deepen content in small steps. In hospitals, blended learning can also be designed as a multi-level learning programme: first, the general basics are taught in eLearning, followed by practical applications and case studies in the face-to-face phase. This combination ensures effective knowledge transfer and long-term retention of what has been learned.
4. Microlearning: In hospitals, where time is precious, microlearning offers a quick way to impart knowledge in short, concise units (learning nuggets). This method is ideal for regular refresher courses or short training units on specific topics. Microlearning can be delivered via short videos, quizzes or interactive modules and can be easily integrated into the daily work routine.
5. Simulations and case studies: Simulations and case studies are particularly useful for providing practical training in clinical procedures. Employees are exposed to real-life scenarios and can apply what they have learned directly.
6. Feedback and reflection sessions: Integrated feedback sessions enable participants to reflect on what they have learned and recognise potential for improvement. Digital feedback allows the training concept to be continuously adapted and optimised. Interactive Q&A sessions and open office hours after live training modules also offer the opportunity to clarify specific questions and further deepen the content learned.
7. Another approach for more intensive training units is the boot camp format: over the course of several days, employees are intensively trained in overarching functions in order to be deployed as training instructors or process coaches. Such boot camps can be particularly helpful when introducing new systems, in order to quickly and comprehensively bring all participants up to the same level of knowledge and prepare them for the process changes.

Tip: An exciting approach is to introduce short micro-learning units directly before daily meetings, where, for example, a team member takes a turn to speak for five minutes about a topic.

Learning that works for our brains

Our brains are always learning. It’s what they do best and what they were designed to do. All our lives. [1]

Modern training methods that work with the way adults naturally learn can significantly increase employees’ motivation and willingness to learn. Our brains are constantly evolving and can grow through new experiences. The great thing is that every new challenge helps to create new connections in the brain. Learning in a stimulating environment that offers a wide range of stimuli not only makes learning more effective, but also more interesting.

In IT, where complex processes and systems need to be understood, it is particularly useful to actively involve learners in problem-solving and critical thinking, and to apply what they have learned directly in their day-to-day work.

To make learning more enjoyable, interactive elements such as simulations and gamification can be incorporated, and immediate feedback can be provided. These techniques not only help to spark interest, but also support the retention of information. Varied teaching methods that include practical exercises, multimedia e-learning and collaboration in team projects make use of learners’ life experiences and preferences and lead to better learning outcomes.

One thing is essential for all methods: learning must be fun!

The neurobiology of learning shows that the brain is a complex system in which different subsystems interact through synaptic connections. Learning means forming new connections, while repetition strengthens these connections and makes their use more effective. The brain’s evaluation system, which is part of the limbic system, plays a significant role in how learning experiences are emotionally coloured, which can lead to pleasure or displeasure. It is therefore effective to link learning with positive emotions, which makes learning more enjoyable and improves overall learning ability. As soon as learning is emotionally positively connoted, network modulations have taken place. In other words, the brain has rewired itself. [2]

Conclusion

Well-thought-out training management is indispensable in healthcare IT projects. The combination of structured processes, a variety of methods and targeted organisation of training courses contributes significantly to the successful implementation of new IT solutions in a clinical environment. Modern learning formats and interactive training concepts not only help to impart knowledge, but also to anchor it in the long term. Efficient integration of training management into everyday clinical practice ensures that employees are optimally prepared for their tasks and can use the new system quickly and confidently. By selecting and combining training formats in a targeted way, you can significantly improve the quality of your training processes – and thus create real added value for the entire organisation.

Notes:

In large hospital projects, employees without a project management background often take on key roles in sub-projects – a real challenge. The solution: communicate practical methods for managing projects in a structured and efficient way at an early stage. This is precisely where the new German Learning training course ‘Project Management Essentials for Healthcare IT’ by Katja Schaefer comes in. In just 45 minutes, participants acquire the knowledge needed to successfully manage complex IT projects in hospitals and healthcare facilities. It is ideal for those new to project management and anyone who wants to tailor their skills specifically to the healthcare industry.

[1] Spitzer, M. (2006): Lernen: Gehirnforschung und die Schule des Lebens
[2] Dr. Ullmann, E. (2016): Lernen aus neurobiologischer Perspektive

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