Training is a powerful and required method to equip human resources with tools to keep their organizations competitive in the markets. Typically at the end of class, trainees are asked to give their feelings about or satisfaction with the training. Although there are various reasons for conducting training evaluations, the common theme is the need to continuously improve a training program in the future. Among training evaluation methods, post-training surveys or questionnaires are the most commonly used way to get trainees’ reaction about the training program and “the forms will tell you to what extent you’ve been successful.” (Kirkpatrick 2006) A higher satisfaction score means more trainees were satisfied with the training. A total of 40 prediction models grouped into 10-GIQs prediction models and 6-GIQs prediction models were built in this work to predict the total training satisfaction based on trainees’ general information which included a trainee’s desire to take training, a trainee’s attitude in training class and other information related to the trainee’s work environment and other characteristics. The best models selected from 10-GIQs and 6-GIQs prediction models performed the prediction work with the prediction quality of PRED (0.15) >= 99% and PRED (0.15) >= 98%, separately. An interesting observation discovered in this work is that the training satisfaction could be predicted based on trainees information that was not related to any training experience at all. The dominant factors on training satisfaction were the trainee’s attitude in training class and the trainee’s desire to take the training which was found in 10-GIQs prediction models and 6-GIQs prediction models, separately. / text

Background: Minimally invasive surgery (MIS) requires intense education and training with structured supervision and feedback. However, a standardized training structure is lacking in Germany. This nationwide survey aimed to assess the current state of minimally invasive surgery (MIS) training and factors impacting surgeons' satisfaction. - Methods: Between July and October 2021, an online survey was conducted among general, abdominal, and thoracic surgeons in Germany. The survey collected data on department size, individual operative experience, availability of MIS training equipment and curricula, and individual satisfaction with training. A linear regression analysis was conducted to investigate factors influencing the surgeons’ satisfaction with the MIS training. - Results: A total of 1008 surgeons participated in the survey, including residents (26.1%), fellows (14.6%), attendings (43.8%), and heads of departments (15.2%). Of the respondents, 57.4% reported having access to MIS training equipment, 29.8% and 26% had a curriculum for skills lab MIS training and intraoperative MIS training, respectively. In multivariate linear regression analysis, strongest predictors for surgeons’ satisfaction with skills lab MIS training and intraoperative training were the availability of respective training curricula (skills lab: β 12.572; p < 0.001 & intraoperative: β 16.541; p < 0.001), and equipment (β 5.246; p = 0.012 & β 4.295; p = 0.037), and experience as a first surgeon in laparoscopy (β 12.572; p < 0.001 & β 3.748; p = 0.007). Additionally, trainees and teachers differed in their satisfaction factors. - Conclusion: Germany lacks standardized training curricula and sufficient access to MIS training equipment. Trainees and teachers have distinct factors influencing their satisfaction with MIS training. Standardized curricula, equipment accessibility, and surgical experience are crucial for improving surgeons’ satisfaction with training.

L’objectif de cette thèse est de proposer un rapprochement conceptuel entre deux formes de réactions en formation : la satisfaction, telle qu’elle est appréhendée dans le modèle de Kirkpatrick (1959a, 1959b, 1960a, 1960b), et l’intérêt situationnel tel qu’il est conceptualisé par Mitchell (1993), selon la perspective développementale de l'intérêt de Hidi et Renninger (2006). Pour atteindre cet objectif, dix études ont été réalisées. Les quatre premières études ont permis de développer et de valider deux questionnaires, le premier permettant de mesurer la satisfaction en formation, le second l’intention de retour en formation. Ces études apportent un soutien à une considération de la satisfaction en formation comme une satisfaction client puisqu’elle permet de prédire l’intention de retour en formation. Les cinq études suivantes ont permis de développer et de valider deux questionnaires : l’intérêt pour la formation, qui distingue l’intérêt individuel et l’intérêt situationnel, et l’intérêt thématique. Elles ont permis par ailleurs de proposer une modélisation de ces trois formes d’intérêt à partir de la distinction d'Ainley, Hidi, et Berndorff (2002). Enfin, la dixième étude a permis de mettre à l’épreuve un modèle de la satisfaction en formation prenant appui sur le modèle conceptuel de l’intérêt situationnel de Mitchell. Cette thèse a été menée dans le cadre d'une Convention Industrielle de Formation par la Recherche (CIFRE) en collaboration avec l'Association Nationale de la Recherche et de la Technologie (ANRT) et l’Institut de formation des industries de santé (Ifis) auprès de plus de 1100 salariés des industries de santé ayant suivi une formation présentielle à l’Ifis. / The aim of this thesis was to provide a conceptual link between two types of reactions in training: satisfaction, as it is understood in the Kirkpatrick model (1959a, 1959b, 1960a, 1960b), and situational interest as it is conceptualized by Mitchell (1993), with the developmental approach of interest by Hidi and Renninger (2006). The initial four studies have allowed us to develop and validate two surveys, the first to measure training satisfaction and the second to measure the intention to return for further training. These studies provide a basis for considering training satisfaction similar to customer satisfaction since it predicts intention to return for further training. Moreover, five other studies have allowed us to develop and validate two measurement tools: training interest, distinguishing individual interest and situational interest, as well as topic interest. These studies have also allowed us to build a model of three forms of interest with regards to the distinction of Ainley, Hidi, and Berndorff (2002). Finally, the tenth study challenges the model of training satisfaction based on the conceptual model of situational interest of Mitchell.This thesis was conducted as part of an Industrial Agreement for Research Training (CIFRE) in collaboration with the “Association Nationale de la Recherche et de la Technologie” (ANRT) and the “Institut de formation des industries de santé” (Ifis) with more than 1,100 French professionals from the pharmaceutical industry who received training at Ifis.