Mixed Methods Evaluation of the “Train the Trainer” Model for Delivering Core “Making Every Contact Count” (MECC) Training

INTRODUCTION: The current study aimed to evaluate the regional implementation of the Train the Trainer (TtT) model to deliver Making Every Contact Count (MECC, an opportunistic and person-centred approach to the promotion of health and well-being) training across the North East and North Cumbria. METHODS: A mixed methods evaluation included secondary data from pre- and post-MECC TtT training survey evaluations and cascade behaviour of MECC trainers, qualitative semi-structured interviews with individuals who were eligible for the MECC TtT programme (n = 21) analysed according to the Theoretical Domains Framework (TDF), content analysis of the existing MECC TtT programme to identify behaviour change techniques (BCTs) and intervention functions (IFs), and a strategic behavioural analysis to identify the extent to which the current programme addressed the behavioural problem. RESULTS: Only 4.4% of MECC trainers who completed the post-survey evaluation reported a cascade of core MECC training following the TtT programme. MECC TtT training significantly improved knowledge but not confidence or motivation of trainees to deliver the MECC training. However, motivation and confidence post-training significantly predicted intention to cascade. Neither mode of delivery nor post-training knowledge significantly predicted intention to cascade. Six key TDF domains were identified as key barriers and facilitators to the cascade of core MECC training: Environmental Context and Resources, Knowledge, Social Influences, Beliefs about Consequences, Skills, and Intentions. MECC TtT training only sufficiently addressed the key TDF domain skills. CONCLUSIONS: A targeted approach to recruitment to the regional MECC TtT programme should be adopted to ensure trainees have top-down and peer support, previous MECC knowledge and delivery within their role, and experience of delivering training. Otherwise, additional support is needed for MECC trainers.

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Journal
International Journal of Behavioral Medicine
Published
2026-04-01
DOI
https://doi.org/10.1007/s12529-026-10444-8
Primary Topic
Behavioral Health and Interventions
Type
article
Field-Weighted Citation Impact
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article

Mixed Methods Evaluation of the “Train the Trainer” Model for Delivering Core “Making Every Contact Count” (MECC) Training

Anna Haste, Jill Harland, Sarah Audsley, Angela Rodrigues et al.
International Journal of Behavioral Medicine
Behavioral Health and Interventions
article

Mixed Methods Evaluation of the “Train the Trainer” Model for Delivering Core “Making Every Contact Count” (MECC) Training

Anna Haste, Jill Harland, Sarah Audsley, Angela Rodrigues, Catherine Haighton, Craig Robson, Mei Tang, Beth Nichol
article en

Abstract

INTRODUCTION: The current study aimed to evaluate the regional implementation of the Train the Trainer (TtT) model to deliver Making Every Contact Count (MECC, an opportunistic and person-centred approach to the promotion of health and well-being) training across the North East and North Cumbria. METHODS: A mixed methods evaluation included secondary data from pre- and post-MECC TtT training survey evaluations and cascade behaviour of MECC trainers, qualitative semi-structured interviews with individuals who were eligible for the MECC TtT programme (n = 21) analysed according to the Theoretical Domains Framework (TDF), content analysis of the existing MECC TtT programme to identify behaviour change techniques (BCTs) and intervention functions (IFs), and a strategic behavioural analysis to identify the extent to which the current programme addressed the behavioural problem. RESULTS: Only 4.4% of MECC trainers who completed the post-survey evaluation reported a cascade of core MECC training following the TtT programme. MECC TtT training significantly improved knowledge but not confidence or motivation of trainees to deliver the MECC training. However, motivation and confidence post-training significantly predicted intention to cascade. Neither mode of delivery nor post-training knowledge significantly predicted intention to cascade. Six key TDF domains were identified as key barriers and facilitators to the cascade of core MECC training: Environmental Context and Resources, Knowledge, Social Influences, Beliefs about Consequences, Skills, and Intentions. MECC TtT training only sufficiently addressed the key TDF domain skills. CONCLUSIONS: A targeted approach to recruitment to the regional MECC TtT programme should be adopted to ensure trainees have top-down and peer support, previous MECC knowledge and delivery within their role, and experience of delivering training. Otherwise, additional support is needed for MECC trainers.

International Journal of Behavioral Medicine
University of Leeds (GB), Northumbria Healthcare NHS Foundation Trust (GB), Northumbria University (GB), NIHR Newcastle Biomedical Research Centre (GB), Newcastle University (GB), Teesside University (GB)
Openalex Percentile: Top 28%
Behavioral Health and Interventions
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