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Exploring the 'train the trainer' model for delivering Making Every Contact Count (MECC) training at scale: A qualitative study.

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Title: Exploring the 'train the trainer' model for delivering Making Every Contact Count (MECC) training at scale: A qualitative study.
Authors: Nichol, Beth (AUTHOR), Rodrigues, Angela M. (AUTHOR), Audsley, Sarah (AUTHOR), Haste, Anna (AUTHOR), Tang, Mei Yee (AUTHOR), Robson, Craig (AUTHOR), Harland, Jill (AUTHOR), Haighton, Catherine (AUTHOR)
Source: British Journal of Health Psychology. May2026, Vol. 31 Issue 2, p1-15. 15p.
Subjects: Experiential learning, Teaching methods, Qualitative research, Preparedness, Education & training services industry
Geographic Terms: Northern England, United Kingdom
Abstract: Objectives: To explore the delivery of the train the trainer (TtT) model for Making Every Contact Count (MECC) training in the North East and North Cumbria (NENC) region of England. Design: A qualitative study, utilizing semi‐structured interviews. Methods: Interviews were conducted with 21 participants, including MECC TtT trainees (n = 13), eligible non‐trainees (n = 6) and principal trainers (n = 2). Data analysis utilized the Framework Method guided by the Theoretical Domains Framework (TDF), and meta‐themes were generated that transcended individual TDF domains. Results: Four meta‐themes were identified: the need for psychological preparedness to deliver MECC training, successful cascade is influenced by the MECC training content, limited accessibility of the pedagogical approach to both MECC TtT and MECC training, and a need to shift the focus from quantity to quality of MECC training cascade. Conclusions: The TtT model potentially provides unique value for delivering high‐quality MECC training at scale, providing trainers feel ownership over and able to deliver MECC training. A skills‐based approach to MECC training and an experiential learning approach to MECC TtT training are recommended. The MECC TtT programme should provide clear expectations of cascade at sign up stage, allow trainers to adapt content and evaluate success based on quality. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Health Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
FullText Text:
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  Data: Exploring the 'train the trainer' model for delivering Making Every Contact Count (MECC) training at scale: A qualitative study.
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Health+Psychology%22">British Journal of Health Psychology</searchLink>. May2026, Vol. 31 Issue 2, p1-15. 15p.
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  Data: <searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Preparedness%22">Preparedness</searchLink><br /><searchLink fieldCode="DE" term="%22Education+%26+training+services+industry%22">Education & training services industry</searchLink>
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  Data: Objectives: To explore the delivery of the train the trainer (TtT) model for Making Every Contact Count (MECC) training in the North East and North Cumbria (NENC) region of England. Design: A qualitative study, utilizing semi‐structured interviews. Methods: Interviews were conducted with 21 participants, including MECC TtT trainees (n = 13), eligible non‐trainees (n = 6) and principal trainers (n = 2). Data analysis utilized the Framework Method guided by the Theoretical Domains Framework (TDF), and meta‐themes were generated that transcended individual TDF domains. Results: Four meta‐themes were identified: the need for psychological preparedness to deliver MECC training, successful cascade is influenced by the MECC training content, limited accessibility of the pedagogical approach to both MECC TtT and MECC training, and a need to shift the focus from quantity to quality of MECC training cascade. Conclusions: The TtT model potentially provides unique value for delivering high‐quality MECC training at scale, providing trainers feel ownership over and able to deliver MECC training. A skills‐based approach to MECC training and an experiential learning approach to MECC TtT training are recommended. The MECC TtT programme should provide clear expectations of cascade at sign up stage, allow trainers to adapt content and evaluate success based on quality. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Health Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194051811
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              Text: May2026
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              Y: 2026
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