CDI Module 10: A Review of Effective Skills Training

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The Johns Hopkins UniversityA Training Program on Community- Directed Intervention (CDI) to Improve Access to Essential Health Services

Module 10 Objectives

By the end of this module, learners will: List principles and approaches of adult education

for training health workers Describe a conducive learning environment that

enables active skills practice and learning Identify locally appropriate learning aids Provide examples of training methods and

experiences that are interactive Explain the need to monitor, evaluate and revise

training

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Time Is Needed for Practice

This module presents the 12 effective teaching skills quickly

Facilitators should plan practical opportunities for learners (e.g., community-directed intervention [CDI] focal persons) to develop sample community-directed distributor (CDD) learning sessions based on these modules

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The Components of Effective Training

1. Lay the foundations for educating health care providers

2. Develop objectives for learning

3. Plan for teaching

4. Prepare the learning environment

5. Prepare and use teaching aids

6. Prepare and deliver interactive presentations

7. Facilitate group learning

8. Monitor and revise teaching

9. Facilitate the development of health care delivery skills

10. Manage clinical practice

11. Prepare and use knowledge assessments

12. Prepare and use skills assessments

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1. Lay the Foundations forEducating Health Care Providers

Lay strong foundations by:• Describing the guiding

principles of adult education for training health care providers

• Defining core tasks and competencies and their role in curriculum development and design

• Recognizing effective approaches to teaching and learning

• Listing the challenges in educating health care providers

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Adults learn best when they can share what they already know and learn more by actively doing

2. Develop Objectives for Learning

Focus your training by: Identifying the

knowledge, skills and attitudes to be learned in your course

Writing measurable, observable objectives

Writing supporting objectives

Sample

By the end of this session, the CDD will: Determine whether a child has

fever Administer and interpret a

rapid diagnostic test (RDT) Provide age-appropriate

artemisinin-based combination therapy (ACT) for malaria

Counsel a caregiver on the need for taking a full course of ACT

Ask a caregiver to report back if child does not improve

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3. Plan for Teaching

Develop a course syllabus

Plan for learner assessment

Select teaching methods

Select and adapt learning materials

Develop a course schedule

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4. Prepare the Learning Environment

Set up a space for learners that provides: Comfort Ease of interaction Opportunities for

simulation or practice Adequate equipment

and supplies

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5. Prepare and Use Teaching Aids

Examples include: Using a writing board Employing a flip chart Preparing and using

slides Using video Developing culturally

appropriate stories, proverbs and songs

Use Locally Available Materials

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6. Prepare and Deliver Interactive Presentations

Plan a presentation Introduce a

presentation Use effective

presentation skills Use questioning

techniques during a presentation

Summarize a presentation

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7. Facilitate Group Learning

Select, plan and facilitate group learning activities

Create and facilitate a role play

Create and facilitate a case study

Create and facilitate a clinical simulation

Facilitate a brainstorming session

Facilitate a discussion

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8. Monitor and Revise Instruction

Ensure that observers take notes at each session

Establish ways for learner feedback

Hold facilitators’ meetings to review and revise teaching

9. Facilitate the Development ofHealth Care Delivery Skills

List the steps of skills development

Develop and use competency-based learning tools

Introduce and demonstrate a skill

Facilitate skills practice and give feedback

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10. Manage Clinical Practice

Select and prepare clinical instructors and staff

Coordinate clinical practice

Conduct clinical practice sessions

Monitor learners’ progress

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CDDs need guided opportunities to learn correct community case management procedures

11. Prepare and Use Knowledge Assessments

Select methods for assessing learners’ knowledge

Prepare knowledge assessments Develop questions for objective, written

examinations Administer and score knowledge assessments Use assessment results to improve performance Design formats for low-literacy learners

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12. Prepare and Use Skills Assessments

Select methods for assessing learners’ skills Prepare skills assessments Develop structured practical examinations Administer and score skills assessments Use results to improve performance

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Summary

Training health care workers—including CDDs— should be based on principles and approaches of adult education

The learning environment should be conducive to learning and enable active skills practice

Locally appropriate learning aids should be developed and used

Training methods and experiences should be interactive

Training should be monitored, evaluated and revised

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