Abstract:

Objectives:
This study aims to adapt training practices to local realities in rural areas, particularly in the home healthcare domain. It focuses on developing the pedagogical skills of trainers to integrate digital technologies and innovative approaches [1,2].

Methodology:
A focus group [3,4] was conducted with 7 training stakeholders from the training organization FORMADIA, representing diverse profiles including the director of the training organization, a CEO-Consultant, an instructional engineer with a Ph.D. in pharmacy, two trainers (one participating via video conference who had received formal trainer training), a trainer with a university diploma in training management, and a new investor. This diversity ensures rich discussions within the group. Discussions were structured around an interview guide covering 4 themes: distance learning, its effectiveness, trainers' needs, the evolution of home carers' practices, and partnerships.

Key Findings:
- Vocational training in rural areas requires adaptation to local specificities.
- Distance learning is a promising solution, but its effectiveness depends on trainers' ability to foster learner interaction and engagement.
- Funding for training remains a major concern.
- The constant evolution of practices and business models in the medical-technical sector requires continuous professional development.
- Communicating tangible training benefits and implementing flexible teaching approaches is essential.

Conclusions:
This research underlines the need for flexible and adaptable training programmes, with continuous assessment. Employer involvement and stakeholder collaboration are crucial to deliver high-quality training tailored to specific needs. To address digitalisation challenges and enhance training provision in the medical-technical sector, we propose several strategic recommendations. These include adopting modular and flexible course designs, integrating continuous evaluations for improved relevance and suitability, fostering collaboration through central digital platforms, strengthening remote relationships, communicating training objectives transparently, encouraging co-facilitation, leveraging "third places" for training spaces, and adapting connected training spaces to technical challenges in rural areas. Implementing these strategies will contribute to the development of a skilled workforce capable of meeting the evolving needs of the home healthcare domain in rural areas.

References:
[1] Bates AW. Teaching in a digital age: Third edition - General: Guidelines for designing teaching and learning. [E-Reader Version]. Retrieved from https://pressbooks.pub/teachinginadigitalagev3m/ (2022).
[2] Oliveira KKS, Souza RAC. "Digital Transformation towards Education 4.0." Informatics in Education, vol. 21, no. 2, pp. 283–309, 2022. doi: 10.15388/infedu.2022.13.
[3] Denning JD, Verschelden C. "Using the Focus Group in Assessing Training Needs: Empowering Child Welfare Workers." Child Welfare, vol. 72, no. 6, pp. 569–579, 1993.
[4] Rennekamp RA, Nall MA. Using Focus Groups in Program Development and Evaluation. University of Kentucky, 1993.

Keywords:

Trainer training, digitalization, medical-technical sector, innovative pedagogy, rural environment.