CDI Module 10: A Review of Effective Skills Training ©Jhpiego Corporation The Johns Hopkins...
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Transcript of CDI Module 10: A Review of Effective Skills Training ©Jhpiego Corporation The Johns Hopkins...
CDI Module 10: A Review of Effective Skills Training
©Jhpiego Corporation
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
3
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
10
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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