The impact of interprofessional task-based training on the prevention of surgical site infection in a low-income country

BACKGROUND: Training is considered instrumental in reducing surgical site infection. We developed training based on authentic tasks, interprofessional learning, and reflective learning for implementation in a low-income country where such training opportunities are rare. This study evaluated the results of training in terms of participants’ acceptance, participants’ knowledge acquisition, and their self-perceived behavior change. METHODS: We included 145 participants in the voluntary training program, comprising 66 technologists (45.5%), 43 nurses (29.7%), and 36 doctors (24.8%) from Shifa International Hospital, Islamabad, Pakistan. We measured “satisfaction” using a questionnaire at the end of the training, “knowledge” through pre-and post-intervention assessments, and “self-perceived behavior change” using a questionnaire and interviews 8 weeks post-training. RESULTS: Pre- and post-test scores showed a significant increase in knowledge. Participants were favorable to the training and eager to participate. They positively applied in practice what they had learned about preventing surgical site infection. Our qualitative data analysis revealed two categories of themes, representing the upsides of the training as it stood, and existing factors or downsides that hindered the effective transfer of learning to practice. CONCLUSION: Participants were very enthusiastic about the training format. The knowledge test showed a gain in knowledge. Moreover, participants acknowledged that their behavior toward the prevention of surgical site infection in the operating rooms had changed. The use of authentic tasks from daily clinical practice, as well as the interprofessional approach and reflection, were considered to promote the transfer of learning. Although promising, our findings also pointed to obstacles limiting the application of evidence-based knowledge, such as a shortage of supplies and conventional practices. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-021-03046-3.