In a context where the range of training options is constantly expanding, the pursuit of effective teaching methods has become a priority for anyone responsible for training their teams. The primary goal of pedagogy is the transmission of knowledge and skills to learners. However, knowledge is not simply about assimilating information. Following training, learners must be able to understand the information, interpret it, and also use it to solve a problem or improve their practices. To maximize learners' acquisition of knowledge and skills, it is essential to define what pedagogical effectiveness truly is. Pedagogical effectiveness: an assessment based on cognitive challenges. According to the Le Robert dictionary, effectiveness in its general sense refers to the ability to produce maximum results with minimum effort and expenditure. In a pedagogical context, effectiveness relates to the assessment of the quality of learning achieved. To implement an assessment, it is necessary to incorporate cognitive challenges such as progress, information retention, and information transfer. These cognitive challenges allow us to focus on learners’ knowledge and how they demonstrate it. The aim is to measure learning. In a learning environment, progress refers to the extent of skill development following training. To assess this, it is essential to provide learners with a pre-training assessment and a post-training assessment to establish a baseline for comparing the results obtained. This involves validating the acquisition of expected skills or knowledge. This pre-training assessment also allows us to assess learners’ needs in terms of skills and knowledge to determine whether or not these needs have been met following the training. Information retention, on the other hand, refers to sustaining skill development over time. For training to be effective, these benefits must be maintained over time. To assess this, it is important to evaluate learners’ skills at various points after the training: immediately afterward, one month later, and one year later, for example. The transfer of information refers to learners’ ability to apply a skill in a new situation. To achieve this, during the training, learners must be presented with diverse situations where they are likely to put the acquired skill into practice. To ensure pedagogical effectiveness and measure learning, directly involving learners is also a key strategy that should not be overlooked. It is necessary to ask them about their commitment to the training and the skills they have acquired.

Qualiopi, a guarantee of educational effectiveness

Faced with the proliferation of teaching practices in the apprenticeship sector, the French government has set itself the goal of ensuring the quality of training provided by vocational training organizations.

Since 2018, a single certification requirement has been established for providers of services that contribute to skills development and wish to receive public or pooled funds.

This single certification is based on the national quality framework, which establishes stricter requirements and a mandatory certification process for training providers.

Thus, Qualiopi certification ensures that service providers involved in skills development comply with and meet the requirements of the national quality framework. It certifies adherence to a quality process, thereby enabling access to public and joint funding.

A Qualiopi-certified training organization thus guarantees a certain level of quality and provides a performance indicator of the pedagogical effectiveness of training programs.

SafeTeam Academy and Pedagogical Effectiveness

SafeTeam Academy is a Qualiopi-certified training organization that addresses the cognitive challenges associated with effective teaching.

In all of its training programs, the assessment of learning is emphasized.

To achieve this, the SafeTeam Academy offers pre-test assessments at the beginning of each course to evaluate each learner's training needs. Following the immersive video training, the learner completes another post-test assessment to validate the acquisition of skills or knowledge. This allows the learner to track their progress after the training and provides a point of comparison. To assess learners’ acquired skills over time, the SafeTeam Academy also offers team debriefings several months after the training. These debriefings involve learners in the evaluation process by asking them about their engagement with the training and the skills they have acquired. To ensure learners’ ability to apply a skill in a new situation, the SafeTeam Academy uses video simulation. Learners are immersed in simulated care situations to improve their soft skills and analyze their practices in various professional settings. If you too would like to contribute to improving the reliability of care within your organization, SafeTeam Academy training courses are for you! To learn more, write to the following address: contact@safeteam.academy. Bibliography for further reading: https://www.didask.com/post/efficacite-pedagogique-ca-veut-dire-quoi href="https://travail-emploi.gouv.fr/formation-professionnelle/acteurs-cadre-et-qualite-de-la-formation-professionnelle/qualiopi">https://travail-emploi.gouv.fr/formation-professionnelle/acteurs-cadre-et-qualite-de-la-formation-professionnelle/qualiopi