Training Skills for Health Care Providers: Facilitator's Guide

Training Skills for Health Care Providers

Facilitator’s Guide

Revision of the ModCAL® for Training Skills and the Training Skills Learning Resource Package was made possible in part through support provided by the Maternal and Child Health Division, Office of Health, Infectious Diseases and Nutrition, Bureau for Global Health, U.S. Agency for International Development, under the terms of the Leader with Associates Cooperative Agreement GHS-A-00-04-00002-00. The opinions herein are those of the authors and do not necessary reflect the views of the U.S. Agency for International Development. Additional support for this revision was received through Cooperative Agreement Number 5U62PS322428-05 from the U.S. Centers for Disease Control and Prevention (CDC). Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the CDC.

Jhpiego Corporation is an international, non-profit health organization affiliated with The Johns Hopkins University. For more than 36 years, Jhpiego has empowered front-line health workers by designing and implementing effective, low-cost, hands-on solutions to strengthen the delivery of health care services for women and their families. By putting evidence-based health innovations into everyday practice, Jhpiego works to break down barriers to high-quality health care for the world’s most vulnerable populations. www.jhpiego.org Published by: Jhpiego Corporation Brown’s Wharf 1615 Thames Street Baltimore, Maryland, 21231-3492, USA

Copyright and Usage Information Jhpiego is pleased to make these valuable materials available for public health purposes for use in building training skill capacity. Jhpiego encourages the use of these materials for such purposes. The materials may not be modified or adapted in any manner, nor may they be used, reproduced, distributed, displayed or exploited for any party’s commercial advantage, profit or monetary gain. If you download multiple copies or share files, please notify Jhpiego at [email protected]. The contents of the Web-based ModCAL for Training Skills application, the flash drive format and the Training Skills for Health Care Providers reference manual, guides, presentation materials and related documentation are protected by U.S. and international copyright laws. Any publication or distribution of the electronic or paper-based materials for the permitted purposes must include Jhpiego’s copyright notice and an acknowledgment of Jhpiego as the source of the materials. Users may not falsify or delete any copyright management information such as the title of the material, author attributions, copyright notice, proprietary designations, trademarks or other identifying information and material contained in a file that is downloaded. © Jhpiego Corporation, 2010. All rights reserved. Jhpiego and ModCAL are registered trademarks of Jhpiego Corporation. September 2010

TABLE OF CONTENTS

PART ONE: LEARNER’S GUIDE WELCOME! ............................................................................................................... 1

INTRODUCTION........................................................................................................ 4 Course Goal ....................................................................................................................... 4 Course Syllabus ................................................................................................................. 5 Qualification........................................................................................................................ 9 How to Work with the Facilitator ....................................................................................... 10

THE CO-TRAINING EXPERIENCE ......................................................................... 11 Before Co-Training: Preparation....................................................................................... 11 During Co-Training: Practice and Feedback .................................................................... 12 After Co-Training: Getting the Support You Need ............................................................ 13

GROUP-BASED PRACTICE—GUIDANCE AND MATERIALS.............................. 14 Instructions for Presentations and Demonstrations.......................................................... 14 Model Session Schedule .................................................................................................. 15 Group-Based Practice Session Evaluation....................................................................... 20

GENERIC TOOLS.................................................................................................... 21 Individualized Learning Plan............................................................................................. 21 Sample Trainer’s Notes or Session Plan Format ............................................................. 23

PRACTICE AND ASSESSMENT TOOLS ............................................................... 24 Candidate Clinical Training Skills Portfolio ....................................................................... 24 Checklists for Effective Facilitation, Demonstration and Coaching Skills ......................... 25 Training Performance Standards Tools............................................................................ 29

PART TWO: FACILITATOR’S GUIDE INTRODUCTION........................................................................................................ 1

Responsibilities of the Facilitator ........................................................................................ 2 Options for Practice and Assessment ................................................................................ 4 How to Use These Materials .............................................................................................. 5

THE CO-TRAINING EXPERIENCE ........................................................................... 7 Before Co-Training: Preparation......................................................................................... 7 During Co-Training: Mentoring Candidate Trainers............................................................ 8 After Co-Training: Support and Follow-Up ....................................................................... 10

GROUP-BASED PRACTICE—GUIDANCE AND MATERIALS.............................. 11 Model Course Outlines ..................................................................................................... 11 Discussion Guides and Games ........................................................................................ 35 Assigning Demonstrations, Coaching Sessions and Presentations ................................. 40 Conducting Clinical Simulations ....................................................................................... 41

FINAL KNOWLEDGE ASSESSMENT .................................................................... 48 Answer Key ...................................................................................................................... 48 Answer Sheet ................................................................................................................... 55

LEARNER’S GUIDE

September 2010

Training Skills for Health Care Providers Learner’s Guide – 1

WELCOME! Welcome—trainers, clinical preceptors, faculty members, skilled health care providers—to the Training Skills Course. You have been selected to attend this exciting new course, which combines:

A self-paced, interactive knowledge update through ModCAL®) (Modified Computer-Assisted Learning) for Training Skills, if a “blended learning” approach is being used (see Box, page 2); followed by

Practice with individual coaching by the course facilitator (a master trainer) in the context of one of the following training scenarios:

Immediately co-train a clinical skills course with an experienced trainer who is qualified to mentor candidate clinical trainers. This option provides the learner the opportunity to immediately apply new skills and be mentored and assessed for qualification.

Attend group-based practice and then co-train a course. In some programs, learners may practice in a group-based session before co-training a skills course. This option will include the knowledge update (if ModCAL was not used) and offers the learner opportunity for practice before proceeding to co-training.

As a learner and candidate clinical trainer, you will continually be assessed throughout the course in a variety of ways. Ultimately, once you have completed the practice component of the course, the facilitator will determine if you have achieved the essential core competencies to become a qualified clinical trainer.

A Word about Terminology In the context of the Training Skills Course Learner’s and Facilitator’s Guides: The facilitator, trainer or mentor/coach is the master trainer who is conducting the Training

Skills Course. Candidate clinical trainers, clinical trainers or learners are the individuals attending the

Training Skills Course. Skills course participants or participants are the people whom the candidate clinical

trainers/learners will train in the co-training experience and future clinical skills courses.

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2 – Learner’s Guide Training Skills for Health Care Providers

What Is Blended Learning?

Innovative, technology-supported learning tools and methods can be mixed with more traditional training approaches to increase the efficiency and effectiveness of a learning event—the ultimate goal being to minimize the amount of time providers must spend away from the job, in a group-based learning activity. This “mix” of training approaches is called “blended learning” and can be constructed many different ways. It can be a formal learning arrangement—such as a computer- or Web-based program to be completed—or more informal, such as through relationships, conversations, self-study and independent research. ModCAL for Training Skills was designed precisely to work as part of a blended learning approach. Clinical skills courses may also benefit through use of this approach, when possible and appropriate. If ModCAL for Training Skills is part of your training package, decision-makers in the sponsoring program/organization have determined that this approach is appropriate in the context of this particular Training Skills Course—that is: There is a need—Customers have demanded training efficiencies or to shorten training; Resources are available—Necessary technologies and equipment, as well as people who

know how to use them, are available; Learners are deemed willing and able to commit to self-paced learning—Although

independent learning is a hallmark of adult learning theory, this remains a serious consideration; and

Learners have the experience and technical competency needed to be successful using this approach.

CONTENTS OF THE PACKAGE The learners’ Training Skills Course Welcome Package may include:

A flash drive containing ModCAL, the computer-assisted portion of the Training Skills Course.

This Training Skills Learner’s Guide, which includes key information about the course, the course syllabus and a range of tools that you’ll need to navigate through this course—such as an individual learning plan form and generic training performance standards. (Note: These and other tools/handouts may also be printed from the “Resources” section of ModCAL.)

The Training Skills Manual, which contains the essential content covered in ModCAL. This document will serve as a valuable reference both during the course and when you are conducting future clinical training courses.

The relevant clinical learning resource package. This package provides the clinical content for your training skills practice sessions (the co-training component) of the Training Skills Course. (Some learners may already have their packages, in which case none will be enclosed.)

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HOW TO GET STARTED 1. Briefly review the Learner’s Guide, paying special attention to the

Introduction—especially the syllabus.

2. Review the “Course Overview” module on the ModCAL/flash drive.

A few tips for using the ModCAL/flash drive: Depending on your computer settings, the flash drive may not automatically open. If it doesn’t,

click on the flash drive and then the ModCAL.exe file to start the program. To move between presentations, hover over and click on the “Open” tab on the left-hand side

of the screen.

3. Set aside time to complete the ModCAL component of the Training

Skills Course. Here are the eight modules, each of which will take about 45 minutes to complete:

Module One: Principles of Training

Module Two: Effective Facilitation Skills

Module Three: Developing Competency

Module Four: Facilitating in the Classroom

Module Five: Facilitating in the Clinic

Module Six: Assessing Competency

Module Seven: Supporting the Learner

Module Eight: Managing Training

Final Knowledge Assessment

Enjoy the course!

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INTRODUCTION The Training Skills Course is delivered through a combination of ModCAL, if applicable, and individual coaching by the course facilitator. This Learner’s Guide includes materials that you may need for the Training Skills Course, which may be completed in one of several different ways. Some key attributes of the Training Skills Course are as follows:

You receive the knowledge update through interactive modules on the computer (i.e., ModCAL) or in a group-based classroom setting.

You observe demonstrations of skills during the interactive modules on ModCAL, if applicable, followed by additional demonstrations and practice under the guidance of the facilitator.

Assessment of learning is ongoing and conducted at your own pace; although when using ModCAL, you may be assigned a date by which it must be completed.

The final knowledge assessment is completely computer-based when you use ModCAL (print-based in a group-based class setting), whereas skills assessment is done individually and in-person by a qualified trainer.

COURSE GOAL The goal of this course is to prepare proficient service providers to be competent clinical trainers who are qualified to conduct competency-based clinical skills courses. The desired core competencies required of qualified clinical trainers are to be able to:

Train skills course participants in new competencies, or reinforce existing ones

Coordinate training activities in collaboration with other staff

Implement group-based training, using a “blended learning approach” when indicated

Document and report training activities conducted

Provide post-training, transfer-of-learning support

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COURSE SYLLABUS Course Components The Training Skills Course is designed to help you become a clinical trainer or a more effective trainer, and may also be used for clinical preceptors or faculty members. As described below, there are three components to the Training Skills Course. These components may occur in combination with one another or as individual events. You must complete all three of the following components in order to be qualified as a clinical trainer:

Standardization of a clinical skills and knowledge update. You will learn a standardized approach to performing the required clinical competencies (including skills, knowledge and attitudes needed) that you will be training others to perform. You will practice these competencies through simulations and with actual clients. This skills standardization and knowledge update may be conducted before or in combination with ModCAL.

Provision/demonstration of training skills. New information on effective training and training skills is also provided through ModCAL or a group-based course.

Practice in conducting clinical skills training, as well as coaching and assessment. Soon after completing the ModCAL component of the course, you will co-train one or more clinical skills courses under the guidance of the facilitator. At this time, the facilitator will provide coaching and assess your training skills.

What Is Skills Standardization and Why Is It Important? Through skills standardization as a prerequisite to the Training Skills Course, you will learn a particular way to perform the clinical skills (e.g., male circumcision, management of postpartum hemorrhage) that will form the basis of your co-training experience. Through this process: • Your and other learners’ performance of these skills is observed and evaluated, by the

facilitator or another qualified trainer, in relation to “standardized” checklists (developed and validated by a group of experts) that make complex skills easy to master, outlining the essential steps involved in a given skill in the correct sequence;

• Differences between your practices and the checklists are identified and discussed; and • Action is taken (e.g., technical updates, practice with anatomical models, role plays) to

address any gaps between actual performance and the desired competencies.

Although skills standardization can be implemented in a variety of ways, its goal is always the same—to ensure that candidate clinical trainers are “on the same page” about how to teach skills.

As final assessment occurs during the co-training experience, learners are considered candidate clinical trainers until they have: (1) conducted one or more clinical skills courses, and (2) been evaluated by the facilitator and determined to be competent—and thus are qualified clinical trainers.

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Learning Objectives For ModCAL for Training Skills For each of the eight content modules, there are several learning objectives, as listed below:

1. Principles of competency-based training

Describe the concept and key components of competency-based training

Compare the different definitions of competency and describe types of competency domains

Analyze how competencies determine learning activities and assessment methods

Describe the theories that support competency-based training

Describe how to positively influence group process

Describe a variety of competency-based training approaches

2. Effective facilitation skills

Describe how to create a positive learning environment

Describe the facilitation process

Describe basic facilitation techniques: – Techniques to introduce an activity – Questioning techniques – Use of audiovisual aids – Feedback skills – Techniques to summarize an activity

Describe organizational skills used by effective trainers 3. Developing competency

Describe the process of developing competency in learners

List attributes of a good coach

Outline the process for providing individual feedback

Describe tips for developing knowledge, skills and attitudes in learners

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4. Facilitating in the classroom

Define the classroom

Describe how to facilitate a variety of learning activities

Identify key considerations for effective use of: – Presentations – Large and small group activities – Simulated practice and structured observations

5. Facilitating in the clinic

Describe the importance of consistency between classroom and clinic learning experiences

Describe the roles of individuals involved in clinical practice

Explain ways to maximize learning opportunities in the clinical setting

Discuss ways to protect the rights of the client

List ways to ensure a humane clinical learning environment

Describe tips for promoting competency development in the clinical setting

Outline effective use of pre- and post-clinical practice meetings

Describe how to document learning experiences

6. Assessing competency

Use assessment results to guide training

Describe a variety of assessment tools and how they are used

Determine learner qualification using assessment tools

Select appropriate interventions to apply when learners are unable to demonstrate competency

7. Supporting learners

Describe the relationship between training and performance improvement

Describe the process and factors involved as learners move from competency to proficiency

Outline trainer responsibilities to support transfer of learning before, during and after training

Describe activities during training that support the learner post-training

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Describe the range of roles for the trainer in supporting learners after training

8. Managing training

Describe the process of conducting a training course—before, during and after

Outline the process for preparing clinical practice sites and preceptors

Describe general planning and logistical issues

Describe post-training tasks

Explain roles a trainer may play in coordinating training For Co-Training After you complete ModCAL, you will be provided with practice and co-training opportunities. The type of practice and co-training in which you participate will vary depending on your program. The objectives of the co-training experience are for you to:

Demonstrate effective facilitation, coaching and demonstration skills

Demonstrate the ability to coach and supervise skills course participants in simulated and clinical situations

Demonstrate the ability to conduct a clinical skills course

Learning Materials for the Training Skills Course ModCAL for Training Skills

Reference manual: Training Skills for Health Care Providers, Jhpiego Corporation (Third Edition, September 2010)

Courseware: Training Skills for Health Care Providers—Facilitator’s Guide and Learner’s Guide, Jhpiego Corporation (September 2010)

Required clinical learning package: reference manual, course notebooks/guides for participants and trainers. You will use the relevant clinical skills LRP for your practice activities.

Learner Selection Criteria Health care providers must meet several important selection criteria prior to beginning their careers as clinical trainers. These include:

Proficiency—Clinical trainers must be a proficient provider of the services that they are training new providers to perform. Proficient providers have moved beyond entry-level competency and have fully integrated their knowledge, skills and attitudes in their grasp of

September 2010


subject matter and in actual practice. Proficient providers are experts in their field.

Motivation—Clinical trainers must have passion and commitment toward preparing the next generation of health care providers.

Opportunity—Clinical trainers needs organizational support and commitment to provide the enabling environment, time, equipment/supplies and other resources needed to be successful in their role.

Methods of Assessment The assessment tool for the ModCAL for Training Skills component

is a final knowledge assessment (administered via ModCAL). Passing of this exam is required before the co-training experience.

Assessment tools used during practice and co-training include:

Checklists for effective facilitation, demonstration and coaching skills

Self-assessment tools: – Individual learning plan – Clinical training skills portfolio – Training performance standards

QUALIFICATION During your co-training experience, the facilitator will decide if you are qualified and ready to train independently. Qualification is a statement by a training body that you have met the requirements of the course. Qualification does not imply certification; you may only be certified by an agency qualified to do so. The decision about qualification is based on achievement in three areas:

Knowledge—Learner’s score on the ModCAL final knowledge assessment that equals or exceeds the recommended pass score

Skills—Determination by a qualified trainer of learner’s competency in performing facilitation, clinical demonstration and coaching skills

Practice—Self-assessment of performance, as documented in the learner’s clinical training skills portfolio; trainer’s assessment of performance, reviewing the portfolio and using training performance standards tools

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HOW TO WORK WITH THE FACILITATOR When you begin the training skills course, there will be a facilitator and contact person available to you for questions. You may have opportunities to meet with the facilitator as you work through ModCAL and other components of the course, as well as after you complete the course. The facilitator will be available to:

Answer questions and provide guidance as needed as you work through the computer modules

Demonstrate effective classroom and clinical training skills when appropriate

Provide guidance, coaching and feedback as you practice classroom and clinical training skills during a course

Evaluate your classroom and clinical training skills and determine when you are qualified as a clinical trainer

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THE CO-TRAINING EXPERIENCE The co-training experience provides you with the opportunity to co-train a course with the mentoring and support of the facilitator. You will be supported during your co-training experience in preparing for and conducting a clinical skills course—as well as afterward, if you have any questions or concerns. This section provides specific guidance on what to do before, during and after the co-training experience, including how to use the tools contained in this package.

BEFORE CO-TRAINING: PREPARATION In preparation for your co-training experience, complete the following tasks:

Review the training performance standards related to the TRAINER tasks (focus on Tools 4 to 7). Also read the verification criteria and self-assess to determine whether or not you meet each of the related trainer standards. Identify the top five to seven performance standards you think you need to improve upon. Document these in your individual learning plan to identify your learning priorities for your co-training experience.

Meet with your facilitator to prepare for the co-training experience. Before co-training, the master trainer who will be mentoring you (the course facilitator) should meet with you to review your learning plan and prepare you for co-training. Depending on your level of experience, you may participate in some practice sessions and receive feedback before co-training.

Participate in a meeting to coordinate roles. Before training, you will meet with the facilitator who will be mentoring you during your co-training experience, and any other candidate clinical trainers with whom you will be co-training. During this meeting you will:

Work with the group to identify who will be responsible for what is involved in planning and preparation. Clarify your role in training. Use the workshop preparation checklist if needed (see “Resources” section of ModCAL).

Review the course materials and model course outline and decide who will facilitate which sessions.

Share your individual learning plan and learning priorities for the experience.

Review the “Managing Training” module of ModCAL or the Training Works! document (also included in the “Resources” section of ModCAL).

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Participate in planning for clinical practice. Based on the decisions made in the meeting, participate in any clinical site visits or clinical preparation as agreed upon. Managing clinical practice effectively is one of your most important tasks as a candidate clinical trainer.

Practice the related clinical skill(s). You will have participated in a skills standardization activity, but be sure that you are comfortable with the related clinical skills and familiar with the related assessment tools.

Note: Be sure to check out the “Resources” section of the ModCAL for Training Skills, which contains a wide range of training tools that can aid in planning and managing a course, such as: a workshop preparation checklist to help you ensure that logistics are addressed, sample warm-ups and energizers you can use to keep skills course participants engaged, and sample training data forms for training-related information you will need to collect. It also includes the full range of handouts/tools included in the Learner’s Guide.

DURING CO-TRAINING: PRACTICE AND FEEDBACK Be an active learner. Your co-training experience is the time to

actively seek out learning opportunities and additional responsibilities. During the preparation meeting, the group will agree upon certain norms and expectations; hold to these during training. Typically, these norms address issues such as practicing effective time management, addressing suggestions for improvement, and clarifying roles and responsibilities. Commit to seeking out feedback and moving toward independent practice as a clinical trainer.

Participate in end-of-the-day meetings. During these meetings, each agenda item for that day is discussed and the peer-to-peer feedback and feedback from the facilitator will be shared. You or the designated discussion leader will facilitate the feedback process. This time is also used to plan for the next day’s activities.

Assess your progress. Use your individualized learning plan and training performance standards to self-assess your progress and performance. Look for new learning opportunities and ways to increase your independence as a trainer.

Participate in the qualification process. You are expected to use the clinical training skills portfolio to determine whether you feel you have mastered the expected core competencies by the end of your co-training experience. Use it also to document relevant experiences and identify future goals for your development as a clinical trainer. While the facilitator makes the final decision, as an adult learner, your self-assessment is an important factor in the decision about qualification.

September 2010


AFTER CO-TRAINING: GETTING THE SUPPORT YOU NEED By definition, the coaching experience ends when the course is completed and you have been determined to be a qualified clinical trainer. However, most programs have some type of support/follow-up or means of contacting their training staff if you have any questions or concerns. Actively participate in any type of support or follow-up activities that may available, as these will help to ensure that your practices remain consistent with what you learned in the course.

September 2010


GROUP-BASED PRACTICE—GUIDANCE AND MATERIALS

This section contains information and tools you will need if you are attending group-based practice sessions prior to co-training.

INSTRUCTIONS FOR PRESENTATIONS AND DEMONSTRATIONS Preparing for Presentations Review the presentation you have selected or been assigned.

Read the section of the reference manual that relates to your presentation.

Review the slides for your presentation.

Prepare trainer’s notes or a session plan that include the following:

Objectives

Your plan on how to introduce the topic (remember—not much time!)

Notes, either in the reference manual or somewhere else, on points you want to cover during the presentation

Notes on any activities you want to include

Any reminders about audiovisual or other supplies needed

How you plan to summarize (remember—not much time!)

Review the checklist on PRESENTATION skills to remind yourself of skills to use during your short presentation.

Take a deep breath and relax. We are all here to practice together and learn!

Preparing for and Conducting Demonstrations Review the demonstration or coaching you have selected or were

assigned.

Review the skills checklist for what you will be demonstrating or coaching.

Review the demonstration checklist if you are assigned to demonstrate a skill.

Review the coaching skills if you are assigned to demonstrate coaching. Keep in mind you will only need to demonstrate coaching for the section assigned (during or afterward).

Remember you are demonstrating DEMONSTRATION or COACHING training skills in a certain area, not focusing on the skill itself. Use the checklists to help you plan and practice.

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Ask for any volunteers you will need for your coaching or demonstration. The group will serve as the “audience” for whom you are demonstrating.

When demonstrating coaching skills, provide volunteers (the person acting as your skills course participant) with instructions about what they should do “right” or “wrong.” If demonstrating coaching, the “participant” should do some things right, and some things wrong.

Providing Feedback 1. Each learner should have a copy of the related Training Skills

checklist to use during observation.

2. Provide everyone with a sufficient number of slips of scrap paper. Each observer should write down at least three things done well and two suggestions for improvement. Remember that feedback should be specific. If it was “good,” why was it good? What made it good? If improvements are needed, what exactly needs to be changed? Comments may be kept anonymous.

3. Remember that you are providing feedback on effective training skills, not on clinical content.

4. Agree as a group that after each presentation, learners will be asked to state three things they did well and then offer several suggestions for how they could improve.

5. The facilitator will also collect the slips of paper and spend about three to five minutes reviewing common themes and comments and then give the feedback to the learner.

MODEL SESSION SCHEDULES The schedules presented provide a model plan of the group-based training that may be delivered. It suggests appropriate learning activities, resources and materials that the facilitator may use to meet the learning objectives. There are two schedules included:

A three-day schedule for group-based practice for learners’ who have completed ModCAL for Training Skills. This schedule focuses mostly on providing practice and feedback since most content has been provided using ModCAL.

A five-day schedule for group-based transfer of knowledge and skills and practice for learners who have not completed ModCAL.

The facilitator may incorporate different learning activities or make other modifications to the schedule to better fit the unique situation of a particular setting/country or the specific needs of a group of learners.

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ssio

n

LU

NC

H

LU

NC

H

LU

NC

H

17 –

Lea

rner

’s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L S

CH

ED

UL

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 3

DA

YS

, 6 S

ES

SIO

NS

(C

ON

T.)

Day

1

Day

2

Day

3

PM

(3

hour

s)

Act

ivit

y: P

rese

nta

tio

ns

E

ach

lear

ner

will

pre

sent

a 1

5-m

inut

e ill

ustr

ated

lect

ure

and

rece

ive:

F

eedb

ack

from

lear

ners

F

eedb

ack

from

trai

ners

(V

ideo

tape

pre

sent

atio

ns fo

r an

alys

is if

pos

sibl

e.)

Dis

cuss

ion

: R

epre

sent

ativ

es fr

om e

ach

of th

e tw

o gr

oups

hig

hlig

ht th

ings

gen

eral

ly d

one

wel

l and

thin

gs

that

nee

d im

prov

emen

t. R

evie

w o

f th

e d

ay’s

act

ivit

ies

PM

(3

hour

s)

Act

ivit

y: C

ontin

ue tr

aini

ng s

kills

pra

ctic

e D

iscu

ssio

n:

Rep

rese

ntat

ives

from

eac

h gr

oup

high

light

thin

gs

gene

rally

don

e w

ell a

nd th

ings

that

nee

d im

prov

emen

t. D

emo

nst

rati

on

: D

emon

stra

te th

e us

e of

clin

ical

dril

ls/c

linic

al

sim

ulat

ions

to d

evel

op c

linic

al d

ecis

ion-

mak

ing

skill

s R

evie

w o

f th

e d

ay’s

act

ivit

ies

PM

(3

hour

s)

Rev

iew

of

“Co

nd

uct

ing

a C

linic

al S

kills

C

ou

rse”

P

rese

nt

pla

n f

or

trai

ner

dev

elo

pm

ent

Co

urs

e su

mm

ary

Co

urs

e ev

alu

atio

n

Clo

sin

g c

erem

on

y

Rea

din

g a

ssig

nm

ent:

Rev

iew

cha

pter

s on

Fac

ilita

tion

of T

rain

ing

and

Fac

ilita

ting

in th

e C

lass

room

; pre

pare

for

skill

s pr

actic

e

Rea

din

g a

ssig

nm

ent:

Rev

iew

cha

pter

s on

Con

duct

ing

a S

kills

C

ours

e an

d F

acili

tatin

g in

the

Clin

ic

18 –

Lea

rner

’s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L S

CH

ED

UL

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 5

DA

YS

, 10

SE

SS

ION

S

DA

Y 1

D

AY

2

DA

Y 3

A

M (

4 h

ou

rs)

Wel

com

e an

d o

pen

ing

act

ivit

ies

W

elco

me

and

open

ing

Par

ticip

ant i

ntro

duct

ions

W

orks

hop

over

view

(go

als,

obj

ectiv

es, s

ched

ule)

R

evie

w o

f cou

rse

mat

eria

ls

Par

ticip

ant e

xpec

tatio

ns a

nd n

orm

s

Id

entif

icat

ion

of le

arni

ng g

oals

R

evie

w o

f the

trai

ning

ski

lls c

ours

e LR

P a

nd

sele

ctio

n of

topi

cs fo

r cl

assr

oom

pre

sent

atio

n an

d sk

ills

dem

onst

ratio

n

Intr

od

uct

ion

to

th

e T

rain

ing

Ski

lls C

ou

rse

Pre

sent

atio

n/di

scus

sion

: Rev

iew

key

con

cept

s C

hap

ter

1: C

ompe

tenc

y-B

ased

Tra

inin

g

Pre

sent

atio

n/di

scus

sion

: Rev

iew

key

con

cept

s

AM

(4

ho

urs

) A

gen

da

Rec

ap C

hap

ters

1–3

C

hap

ter

4: C

ompe

tenc

y A

sses

smen

t and

Qua

lific

atio

n

S

mal

l gro

up p

rese

ntat

ions

F

eedb

ack

and

disc

ussi

on

Ch

apte

r 5:

Con

duct

ing

Clin

ical

Ski

lls C

ours

e: A

n O

verv

iew

C

hap

ter

6: F

acili

tatin

g in

the

Cla

ssro

om

Pre

sent

atio

n/di

scus

sion

: Rev

iew

key

con

cept

s

Pre

par

atio

n

AM

(4

ho

urs

) A

gen

da

Rec

ap a

ctiv

ity:

Ch

apte

rs 4

–6

Ch

apte

r 6

(co

nt.)

: Add

ition

al G

uida

nce

in th

e C

lass

room

C

linic

al d

ecis

ion-

mak

ing

and

clin

ical

sim

ulat

ions

T

each

ing

clin

ical

dec

isio

n-m

akin

g

S

mal

l gro

up p

ract

ice

in u

sing

clin

ical

sim

ulat

ions

C

hap

ter

6 (c

on

t.): A

dditi

onal

Gui

danc

e in

the

Cla

ssro

om

Tra

iner

dem

onst

ratio

n of

dem

onst

ratio

n an

d co

achi

ng s

kills

S

kills

dem

onst

ratio

n

C

linic

al s

imul

atio

n

C

oach

ing

durin

g sk

ill d

evel

opm

ent

Par

ticip

ants

pre

pare

a s

kills

dem

onst

ratio

n an

d co

achi

ng

durin

g cl

inic

al p

ract

ice

role

pla

ys

LU

NC

H

LU

NC

H

LU

NC

H

PM

(3

ho

urs

) E

ner

giz

er

Ch

apte

r 2:

Fac

ilita

tion

Pre

sent

atio

n/di

scus

sion

: Rev

iew

key

con

cept

s

Sm

all g

roup

wor

k (a

udio

visu

al a

ids

addr

esse

d he

re)

Pra

ctic

e ba

sic

faci

litat

ion

skill

s

Ch

apte

r 3:

Com

pete

ncy

Dev

elop

men

t

P

rese

ntat

ion/

disc

ussi

on: R

evie

w k

ey c

once

pts

S

mal

l gro

up a

ctiv

ity

Ass

ign

pre

sen

tati

on

s

Rev

iew

of

the

day

’s a

ctiv

itie

s

PM

(3

ho

urs

) E

ner

giz

er

Ch

apte

r 6

(co

nt.

): F

acili

tatin

g in

the

Cla

ssro

om

Effe

ctiv

e fa

cilit

atio

n:

Sm

all g

roup

s ro

tate

and

pra

ctic

e pr

esen

tatio

ns in

sm

all

grou

ps (

peer

to p

eer

and

trai

ner

rota

ting

feed

back

us

ing

chec

klis

t) u

sing

mat

eria

ls fr

om th

e cl

inic

al L

RP

G

rou

p d

iscu

ssio

n:

Sum

mar

ize

thin

gs d

one

wel

l and

ar

eas

for

impr

ovem

ent

Ass

ign

dem

on

stra

tio

n o

r co

ach

ing

pra

ctic

e R

evie

w o

f th

e d

ay’s

act

ivit

ies

PM

(3

ho

urs

) E

ner

giz

er

Co

nti

nu

e ac

tivi

ty:

Par

ticip

ants

per

form

dem

onst

ratio

n of

a

skill

or

coac

hing

dur

ing

clin

ical

pra

ctic

e R

evie

w o

f th

e d

ay’s

act

ivit

ies

Rea

din

g a

ssig

nm

ent:

Rev

iew

Tra

inin

g S

kills

M

anua

l Cha

pter

s 1–

6

Rea

din

g a

ssig

nm

ent:

Rev

iew

Tra

inin

g S

kills

Man

ual

Cha

pter

s 7–

8 R

ead

ing

ass

ign

men

t: R

evie

w T

rain

ing

Ski

lls M

anua

l C

hapt

ers

9–10

19 –

Lea

rner

’s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L S

CH

ED

UL

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

5 D

AY

S, 1

0 S

ES

SIO

NS

(C

ON

T.)

DA

Y 4

D

AY

5

A

M (

4 h

ou

rs)

Ag

end

a an

d o

pen

ing

act

ivit

y R

ecap

act

ivit

y: C

omm

on th

ings

don

e w

ell/a

reas

for

impr

ovem

ent;

revi

sit i

ndiv

idua

l lea

rnin

g pl

ans

Gro

up

dis

cuss

ion

: S

umm

ariz

e th

ings

don

e w

ell a

nd

area

s fo

r im

prov

emen

t C

hap

ter

7: A

dditi

onal

Gui

danc

e on

Fac

ilita

ting

in th

e C

linic

al S

ettin

g M

od

ule

8:

Pla

nnin

g fo

r a

Ski

lls C

ours

e

AM

(4

ho

urs

)

Ag

end

a an

d o

pen

ing

act

ivity

; Rec

ap o

f Ch

apte

rs 7

–10

Pro

vid

e kn

ow

led

ge

asse

ssm

ent

resu

lts

Syn

thes

is a

ctiv

ity:

Dem

onst

rate

faci

litat

ion

skill

s R

evie

w o

f ke

y p

oin

ts

LU

NC

H

LU

NC

H

P

M (

3 h

ou

rs)

En

erg

izer

C

hap

ter

9: M

anag

ing

Pro

blem

s T

hat M

ay A

rise

durin

g th

e C

linic

al S

kills

Cou

rse

Ch

apte

r 10

: P

ost-

Cou

rse

Act

iviti

es

En

d o

f th

e co

urs

e q

ues

tio

nn

aire

A

ssig

n s

ynth

esis

act

ivit

ies

Rev

iew

of

the

day

’s a

ctiv

itie

s

PM

(3

ho

urs

) R

evie

w p

lan

fo

r tr

ain

er d

evel

op

men

t P

lan

nin

g f

or

you

r fi

rst

cou

rse:

Rev

iew

of

Ch

apte

r 5

and

sm

all g

rou

p a

ctiv

itie

s Q

ual

ifyi

ng

par

tici

pan

ts

Wo

rksh

op

eva

luat

ion

C

losi

ng

su

mm

ary

C

losi

ng

cer

emo

ny

September 2010


GROUP-BASED PRACTICE EVALUATION

(To be completed by Learners) Please indicate your opinion of the course components using the following rate scale:

5–Strongly Agree 4–Agree 3–No Opinion 2–Disagree 1–Strongly Disagree

COURSE COMPONENT RATING

1. The individual learning plan helped me focus my study and practice.

2. The classroom sessions were adequate for learning classroom presentation and clinical demonstration skills.

3. The learner presentation/demonstration sessions were helpful.

4. There was sufficient time scheduled for planning the classroom presentations and clinical demonstrations.

5. I am now confident in planning for a training course.

6. I am now confident in creating a positive learning climate.

7. I am now confident in using basic effective facilitation skills.

8. I am now confident in delivering interactive presentations.

9. I am now confident in using assessment tools.

10. I am now confident in demonstrating clinical skills and coaching skill development.

11. I am now confident in managing the clinical practice part of a clinical skills course.

12. I am now confident in conducting a clinical training course.

ADDITIONAL COMMENTS (use reverse side if needed)

1. What topics (if any) should be added (and why) to improve the course?

2. What topics (if any) should be deleted (and why) to improve the course?

September 2010


GENERIC TOOLS

This section contains tools you will use to identify your learning needs either before a co-training experience or before a group-based practice course, followed by a co-training experience.

INDIVIDUALIZED LEARNING PLAN

Learner: Facilitator: Date: _____________ Instructions: In the form on the following page, for each of the qualified trainer competencies (first column), self-assess your level of competency (fourth column) for each of the related training skills (third column)—according to the scale below. The related tools and training performance standards (PS) are listed to guide you in your self-assessment (second column). Next, in collaboration with your facilitator, identify a plan for developing competency in the related skills (fifth column). Following discussion of your progress and the plan associated with each competency, your facilitator will initial it, signifying her/his agreement.

Level of Competency Scale

Low = Acquiring competence. Candidate trainer needs practice and coaching.

Mod = Somewhat competent. Candidate trainer is knowledgeable and can perform some skills independently.

High = Competency achieved. Candidate trainer can independently provide beginning-level training services.

22 –

Lea

rner

’s G

uid

e

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

TR

AIN

ING

CO

MP

ET

EN

CY

R

EL

AT

ED

P

ER

FO

RM

AN

CE

S

TA

ND

AR

D

TR

AIN

ING

SK

ILL

L

EV

EL

OF

CO

MP

ET

EN

CE

LO

W

M

OD

H

IGH

LE

AR

NE

R’S

PL

AN

FO

R

DE

VE

LO

PIN

G C

OM

PE

TE

NC

Y

Tra

ins

lear

ners

in n

ew

com

pete

ncie

s, o

r re

info

rces

ex

istin

g on

es

Impl

emen

ts g

roup

-bas

ed

trai

ning

, usi

ng a

ble

nded

le

arni

ng a

ppro

ach

whe

n in

dica

ted

Too

l 5, P

S 1

–14

Too

l 6, P

S 1

–3

Too

l 6, P

S 9

Fac

ilita

tes

lear

ning

usi

ng p

rese

ntat

ions

F

acili

tate

s le

arni

ng u

sing

gro

up a

ctiv

ities

D

emon

stra

tes

Psy

chom

otor

, clin

ical

de

cisi

on-m

akin

g an

d co

mm

unic

atio

n sk

ills

Ass

esse

s de

velo

pmen

t of c

ompe

tenc

y

Coo

rdin

ates

trai

ning

in

colla

bora

tion

with

oth

er s

taff

Too

l 4, P

S 3

–5

Too

l 2, P

S 5

T

ool 1

, PS

1–1

1 T

ool 4

, PS

2

Too

l 2, P

S 1

0 T

ool 2

, PS

2

Pla

ns fo

r tr

aini

ng w

ith tr

aini

ng te

am

Par

ticip

ates

in p

artic

ipan

t sel

ectio

n E

nsur

es a

vaila

bilit

y of

res

ourc

es n

eede

d fo

r tr

aini

ng

Pre

pare

s fo

r bl

ende

d le

arni

ng a

ctiv

ities

w

here

app

ropr

iate

M

onito

rs tr

aini

ng a

nd a

dapt

s st

rate

gies

as

need

ed

Par

ticip

ates

in fi

nanc

ial m

anag

emen

t of

trai

ning

Doc

umen

ts a

nd r

epor

ts

trai

ning

act

iviti

es c

ondu

cted

T

ool 2

, PS

3

Mai

ntai

ns r

ecor

ds o

f tra

inin

g E

valu

ates

effe

ctiv

enes

s of

trai

ning

Pro

vide

s po

st-t

rain

ing

tran

sfer

-of-

lear

ning

sup

port

T

ool 7

, PS

1–3

R

evie

ws

part

icip

ant i

ndiv

idua

l lea

rnin

g pl

ans

Coo

rdin

ates

with

sup

ervi

sor/

man

ager

to

crea

te a

pos

itive

lear

ning

env

ironm

ent

September 2010


SAMPLE TRAINER’S NOTES OR SESSION PLAN FORMAT

DATE VENUE SESSION NUMBER DURATION

Topic: (related objective from the course)

Session objectives: By the end of this session, learners will be able to:

Methods and Activities Materials/Resources

Intro/Activity Presentation/Discussion Activity Summary

Self-Review/Evaluation (key points from session, what worked/what did not, modifications for next session, etc.):

September 2010


PRACTICE AND ASSESSMENT TOOLS These tools will be used during practice and for assessment either during a co-training experience or during a group-based practice course, followed by a co-training experience.

CANDIDATE CLINICAL TRAINING SKILLS PORTFOLIO The learner’s clinical training skills portfolio is intended to capture your self-reflections on your strengths and weaknesses as a trainer, documenting evidence that you have developed the core competencies needed to be a qualified trainer.

Drawing from your individual learning plan, describe the areas that you believe that you need to focus on MOST during your period of mentored training. What assistance do you need MOST from your training mentor?

For each skills course conducted, describe:

Training successes—What worked well and why?

Training challenges and steps taken to overcome them

Include a training performance checklist, as shown below. (Exhibit L-1).

Exhibit L-1. Competency Self-Assessment and Verification

COMPETENCY ACHIEVED COMPETENCY

MENTOR VERIFICATION

Train learners in new competencies, or reinforce existing ones

Yes No Yes No

Coordinate training in collaboration with other staff

Yes No Yes No

Implement group-based training, using a blended learning approach when indicated

Yes No Yes No


Yes No Yes No

Provide post-training transfer-of-learning support

Yes No Yes No

September 2010


CHECKLISTS FOR EFFECTIVE FACILITATION, DEMONSTRATION AND COACHING SKILLS

Criteria for satisfactory performance by the learner are based on the knowledge, attitudes and skills set forth in the reference manual and practiced during training. In preparing for formal evaluation by the trainer(s), learners can familiarize themselves with the content of the checklist by critiquing each other’s facilitation, demonstration and coaching skills.

Satisfactory: Performs the step or task according to the standard procedure or guidelines

Unsatisfactory: Unable to perform the step or task according to the standard procedure or guidelines

Not Observed: Step, task or skill not performed by learner during evaluation by trainer

When determining competence, the judgment of a skilled trainer is the most important factor. Thus, in the final analysis, competence carries more weight than the number of observations. Because the goal of this training is to enable every learner to achieve competency, additional training or practice may be necessary. When you believe, as a qualified trainer, that the learner has achieved the necessary skills, place your initials (e.g., “PJ”) in the corresponding column in the last row of the checklist.

September 2010


Checklist for Effective Facilitation Skills

Place an “S” in case box if task/activity is performed satisfactorily, an “” if it is not performed satisfactorily, or “N/O” if not observed.




Skilled delivery of a learning activity: If you, as a qualified trainer, believe that the learner has achieved competency, place your initials (e.g., “PJ”) in the corresponding column.

Learner: Date Observed:

CHECKLIST FOR EFFECTIVE FACILITATION SKILLS

STEP/TASK OBSERVATIONS

1. Presents an effective introduction.

2. States the objective(s) as part of the introduction.

3. Asks questions of the entire group.

4. Targets questions to individuals.

5. Uses learners’ names.

6. Provides positive feedback.

7. Responds to learners’ questions.

8. Follows trainer’s notes and/or a personalized reference manual.

9. Maintains eye contact.

10. Projects voice so that all learners can hear.

11. Moves about the room.

12. Uses audiovisuals effectively.

13. Presents an effective summary.

Skilled delivery of facilitating a learning activity or presentation

September 2010


Checklist for Clinical Demonstration Skills





Skilled delivery of a clinical demonstration: If you, as a qualified trainer, believe that the learner has achieved skills needed to train providers in the service delivery site, place your initials (e.g., “PJ”) in the corresponding column.


CHECKLIST FOR CLINICAL DEMONSTRATION SKILLS


1. States the objective(s) as part of the introduction.

2. Presents an effective introduction.

3. Arranges demonstration area so that learners are able to see each step in the procedure clearly.

4. Communicates with the model or client during demonstration of the skill/activity.

5. Asks questions and encourages learners to ask questions.

6. Demonstrates or simulates appropriate infection prevention practices.

7. When using model, positions model as an actual client.

8. Maintains eye contact with learners as much as possible.

9. Projects voice so that all learners can hear.

10. Provides learners opportunities to practice the skill/activity under direct supervision.

Skilled delivery of a clinical demonstration

September 2010


Checklist for Clinical Coaching Skills





Skilled delivery of coaching: If you, as a qualified trainer, believe that the learner has skills needed for practice in the service delivery site, place your initials (e.g., “PJ”) in the corresponding column.


CHECKLIST FOR CLINICAL COACHING SKILLS


BEFORE PRACTICE SESSION

1. Greets learner and reviews previous performance when applicable.

2. Works with the learner to set specific goals for the practice session.

DURING PRACTICE SESSION

1. Observes the learner, providing positive reinforcement or constructive feedback (when necessary for client comfort or safety) as s/he practices the procedure.

2. Refers to the checklist or performance standards during observation.

3. Records notes about learners’ performance during the observation.

4. Is sensitive to the client when providing feedback to the learner during a clinical session with clients.

AFTER PRACTICE FEEDBACK SESSION

1. Reviews notes taken during the practice session.

2. Greets the learner and asks to share perception of the practice session.

3. Asks the learner to identify those steps performed well.

4. Asks the learner to identify those steps where performance could be improved.

5. Provides positive reinforcement and corrective feedback.

6. Works with the learner to establish goals for the next practice session.

Skilled delivery of coaching

September 2010


TRAINING PERFORMANCE STANDARDS TOOLS These performance standards provide a general summary of the key areas to address for successful training programs. Here are some tips on how you can use them.

Review the standards beforehand to identify your learning needs related to training.

Periodically assess your progress in standards or areas that are new to you or more difficult for you.

Self-assess to determine whether you feel you have achieved the desired objectives.

As shown in Exhibit L-2 below, each tool focuses on performance standards related to a different area of trainer roles and responsibilities. Exhibit L-2. Use of Performance Standards Tools

STANDARDS AREA TIPS FOR USE

Tool 1: Infrastructure, Equipment and Supplies

Use this tool for a brief review of needed inputs for training

Tool 2: Training Management Use this tool to get an overview of the different components of a successful training system

Tool 3: Trainer Development Use this tool for an overview of the recommended process for trainer development

Tool 4: Training Planning/ Preparation

Use this tool to help you plan and prepare for your courses

Tool 5: Classroom Training Use this tool to help you facilitate learning activities of any kind

Tool 6: Clinical Demonstration, Practice and Coaching

Use this tool to help you effectively facilitate your learners’ skill development—through demonstration, coaching, continual assessment and feedback

Tool 7: Transfer of Learning (TOL)

Use this tool to help remind you of tips to ensure learning transfers into the workplace

All tools In the “Observation” columns in each performance standard tool, mark a “Y” for Yes, “N” for No or “N/A” for Not Applicable.

30 –

To

ol 1

: In

fras

tru

ctu

re, E

qu

ipm

ent

and

Su

pp

lies

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

To

ol 1

: In

fras

tru

ctu

re, E

qu

ipm

ent

and

Su

pp

lies

T

RA

ININ

G S

ITE

(N

AM

E, P

LA

CE

)

DA

TE

IND

IVID

UA

L O

BS

ER

VIN

G

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

NO

TE

S

Ob

serv

e th

at t

he

site

has

cle

an, f

un

ctio

nin

g, w

ell-

lit a

nd

wel

l-m

ain

tain

ed:

Iden

tifie

d cl

inic

al p

ract

ice

site

Tra

inin

g ha

ll w

ithin

wal

king

dis

tanc

e to

clin

ical

pra

ctic

e si

te (

or tr

ansp

orta

tion

to tr

ansf

er p

artic

ipan

ts fr

om c

lass

room

to c

linic

al p

ract

ice

site

)

Spa

ce fo

r de

mon

stra

tion

for

clin

ical

pra

ctic

e

Tra

inin

g co

ordi

natio

n ro

om n

ear

the

trai

ning

hal

l

Are

a fo

r te

a an

d lu

nch

brea

ks

Hos

tel/h

otel

/sta

y ar

rang

emen

t

Sec

ured

sto

rage

spa

ce fo

r m

odel

s, e

quip

men

t, tr

aini

ng s

uppl

ies

and

book

s

1.

Th

e tr

ain

ing

sit

e h

as t

he

bas

ic

infr

astr

uct

ure

set

up

to

su

pp

ort

clin

ical

tra

inin

g.

Inve

rter

(po

wer

-con

vert

ing

devi

ce)

for

coor

dina

tion

room

and

cla

ssro

om

Ob

serv

e th

at t

he

site

has

sp

ace

for

pra

ctic

e ei

ther

in o

r n

ear

the

trai

nin

g

hal

l an

d:

Is s

et u

p ac

cord

ing

to c

linic

al tr

aini

ng c

ondu

cted

Is la

rge

enou

gh to

acc

omm

odat

e 3–

5 st

uden

ts a

t a ti

me

Has

a p

ract

ice

sche

dule

pos

ted

if ne

eded

Is lo

ckab

le

2.

Th

e tr

ain

ing

sit

e h

as s

pac

e fo

r si

mu

lati

on

s u

sin

g m

od

els.

Has

rel

evan

t job

aid

s an

d IE

C m

ater

ials

31 –

To

ol 1

: In

fras

tru

ctu

re, E

qu

ipm

ent

and

Su

pp

lies

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

NO

TE

S

Ob

serv

e th

e to

ilet

faci

litie

s:

Are

cle

an a

nd fu

nctio

nal

Loca

ted

clos

e to

the

trai

ning

hal

l

Hav

e ru

nnin

g w

ater

Hav

e so

ap a

nd s

oap

dish

Hav

e m

irror

Are

wel

l-ven

tilat

ed

3.

Th

e tr

ain

ing

sit

e h

as a

to

ilet

nea

r th

e tr

ain

ing

hal

l.

Hav

e lo

ckab

le d

oors

Ob

serv

e th

e cl

assr

oo

m h

as:

Whi

tebo

ard

with

sta

nd o

r w

all m

ount

ed

LCD

pro

ject

or in

wor

king

con

ditio

n

Com

pute

r (la

ptop

/des

ktop

) w

ith a

ll w

ires

to c

onne

ct to

LC

D p

roje

ctor

Pro

ject

ion

scre

en

Vid

eo c

onfe

renc

e eq

uipm

ent (

if th

e si

te is

a v

ideo

conf

eren

ce c

ente

r)

TV

DV

D p

laye

r

Pen

(U

SB

) dr

ive

Flip

cha

rt e

asel

Air

cond

ition

ers/

fans

/coo

lers

4.

Th

e si

te h

as t

he

bas

ic

clas

sro

om

eq

uip

men

t an

d

furn

itu

re t

o s

up

po

rt t

rain

ing

.

Pot

able

wat

er

Ob

serv

e th

ere

are

suff

icie

nt

sup

plie

s an

d m

ater

ials

to

su

pp

ort

at

leas

t 3

trai

nin

g c

ou

rses

:

Flip

cha

rt p

aper

Flip

cha

rt m

arke

rs

Whi

tebo

ard

mar

kers

Par

ticip

ant p

aper

, pen

and

fold

er s

ets

5.

Th

ere

are

adeq

uat

e su

pp

lies

to c

on

du

ct t

rain

ing

ses

sio

ns.

Tap

e or

pin

s to

han

g up

flip

cha

rts

32 –

To

ol 1

: In

fras

tru

ctu

re, E

qu

ipm

ent

and

Su

pp

lies

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

NO

TE

S

Ver

ify

by

inte

rvie

win

g o

r re

view

ing

rec

ord

s th

at d

uri

ng

th

e la

st c

ou

rse:

All

part

icip

ants

rec

eive

d a

refe

renc

e m

anua

l

All

part

icip

ants

rec

eive

d a

part

icip

ant h

andb

ook

All

part

icip

ants

rec

eive

d co

pies

of t

he p

rese

ntat

ion

grap

hics

6.

Th

e tr

ain

ing

sit

e h

as e

no

ug

h

trai

nin

g m

ater

ials

du

rin

g t

he

cou

rse.

All

trai

ners

had

ref

eren

ce m

anua

l, pa

rtic

ipan

t han

dboo

k an

d tr

aine

r no

tebo

ok/fa

cilit

ator

gui

de

Exa

min

e tr

ain

ing

mat

eria

ls f

or

at le

ast

two

dif

fere

nt

trai

nin

g c

ou

rses

an

d

veri

fy t

hat

th

ey in

clu

de

the

follo

win

g:

Ref

eren

ce m

anua

l/mod

ules

Tra

iner

not

eboo

k/fa

cilit

ator

gui

de

Par

ticip

ant h

andb

ook

Pre

sent

atio

n gr

aphi

cs (

Pow

erP

oint

pre

sent

atio

ns)

elec

tron

ical

ly a

vaila

ble

Clin

ical

ski

lls v

ideo

tape

/VC

D/D

VD

Req

uire

d an

atom

ic m

odel

s

Rec

ord-

keep

ing

and

repo

rtin

g fo

rm r

elev

ant t

o th

e se

rvic

e de

liver

y of

the

skill

s be

ing

impa

rted

as

appr

oved

in th

e st

ate

7.

Th

e tr

ain

ing

org

aniz

ing

bo

dy

has

su

ffic

ien

t te

ach

ing

/ le

arn

ing

mat

eria

ls t

o c

on

du

ct

clin

ical

tra

inin

g.

Oth

er te

achi

ng a

ids

incl

udin

g jo

b ai

ds

Ob

serv

e th

at t

he

follo

win

g m

ater

ials

are

ava

ilab

le f

or

par

tici

pan

ts a

nd

tr

ain

ers

to u

se:

A s

et o

f tra

inin

g m

ater

ials

for

each

trai

ning

bei

ng c

ondu

cted

at t

he s

ite

8.

Th

e tr

ain

ing

bo

dy

has

late

st

add

itio

nal

ref

eren

ce m

ater

ials

re

leva

nt

to t

he

trai

nin

gs

con

du

cted

.

H

and

hygi

ene

supp

lies

(run

ning

wat

er, s

oap,

soa

p di

sh, i

ndiv

idua

l tow

els)

Ob

serv

e th

e cl

inic

al p

ract

ice

site

are

a in

th

e h

osp

ital

or

oth

er c

linic

al

faci

lity

for

par

tici

pan

ts t

o s

ee t

hat

:

The

clin

ic p

ract

ices

are

the

sam

e st

anda

rds

of s

ervi

ces

as c

over

ed in

the

trai

ning

Clin

ic is

big

eno

ugh

to a

llow

par

ticip

ants

to o

bser

ve/p

rovi

de s

ervi

ces

The

re a

re e

noug

h su

pplie

s to

allo

w p

artic

ipan

ts to

pra

ctic

e sk

ills

The

clin

ical

pra

ctic

e ar

ea is

sim

ilar

to w

here

the

part

icip

ants

wor

k

9.

Th

e cl

inic

al p

ract

ice

area

is

con

du

cive

fo

r cl

inic

al s

kills

p

ract

ice.

The

sta

ff ar

e re

cept

ive

of p

artic

ipan

ts c

omin

g fo

r cl

inic

al p

ract

ice

33 –

To

ol 1

: In

fras

tru

ctu

re, E

qu

ipm

ent

and

Su

pp

lies

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

NO

TE

S

The

clin

ical

pra

ctic

e ar

ea is

with

in 3

0 m

inut

es o

f the

trai

ning

site

Tra

nspo

rtat

ion/

esco

rt is

ava

ilabl

e fo

r ni

ght d

uty

or s

hift

Ob

serv

e O

R a

sk t

he

trai

nin

g c

ou

rse

par

tici

pan

ts t

hat

ho

stel

/ho

tel/s

tay

arra

ng

emen

t:

Is c

lean

Is s

afe

for

wom

en to

sta

y

Is e

noug

h fo

r al

l out

-sta

tion

part

icip

ants

at o

nce

if ro

oms

are

shar

ed b

y tw

o pa

rtic

ipan

ts

Has

atta

ched

toile

t and

bat

hroo

m

Has

a m

osqu

ito b

ed n

et o

r re

pelle

nt

10.

Th

e h

ost

el/h

ote

l/sta

y ar

ran

gem

ents

are

ad

equ

ate.

Is w

ell-v

entil

ated

Ob

serv

e if

th

e st

ore

ro

om

/sto

rag

e sp

ace

has

:

Lock

ing

door

Ade

quat

e sp

ace

for

supp

lies

She

lves

for

sort

ing

and

stor

ing

diffe

rent

trai

ning

mat

eria

ls

Vis

ible

sig

n in

/out

she

et

Vis

ible

rou

tine

inve

ntor

y sh

eet t

hat i

s co

mpl

eted

11.

Th

e tr

ain

ing

bo

dy

has

a

des

ign

ated

lock

ing

sto

re

roo

m/s

tora

ge

spac

e fo

r m

od

els,

eq

uip

men

t, t

rain

ing

su

pp

lies

and

bo

oks

.

Cab

inet

s fo

r lo

ckin

g tr

aini

ng s

uppl

ies

and

equi

pmen

t (on

e pe

r co

urse

)

T

OO

L 1

: IN

FR

AS

TR

UC

TU

RE

, EQ

UIP

ME

NT

AN

D S

UP

PL

IES

11

ST

AN

DA

RD

S

TO

TA

L S

TA

ND

AR

DS

OB

SE

RV

ED

TO

TA

L S

TA

ND

AR

DS

ME

T

PE

RC

EN

T A

CH

IEV

EM

EN

T

%

34 –

To

ol 2

: Tr

ain

ing

Man

agem

ent

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

To

ol 2

: T

rain

ing

Man

agem

ent

T

RA

ININ

G S

ITE

(N

AM

E, P

LA

CE

)

DA

TE

IND

IVID

UA

L O

BS

ER

VIN

G

P

ER

FO

RM

AN

CE

ST

AN

DA

RD

S

DE

FIN

ITIO

N (

VE

RIF

ICA

TIO

N C

RIT

ER

IA)

Y/N

, N

A

Y/N

, N

A

NO

TE

S

Ob

serv

e if

th

ere

is/a

re:

Reg

ular

mee

tings

bet

wee

n tr

aini

ng c

oord

inat

or a

nd c

linic

al s

ites

man

agem

ent s

taff

(Adm

inis

trat

or, C

hief

Med

ical

S

uper

inte

nden

t/Sup

erin

tend

ent i

n C

hief

, and

trai

ners

)

Reg

ular

mon

thly

mee

tings

bet

wee

n tr

aini

ng c

oord

inat

or a

nd tr

aine

rs

A m

eetin

g of

the

trai

ning

coo

rdin

ator

and

trai

ners

a w

eek

befo

re tr

aini

ng

1.

Th

e tr

ain

ing

bo

dy

trai

nin

g

acti

viti

es a

re w

ell-

coo

rdin

ated

.

A h

ospi

tal t

rain

ing

team

mee

ting

befo

re a

nd a

fter

each

trai

ning

eve

nt w

hen

rele

vant

Ob

serv

e if

th

e tr

ain

ing

bo

dy:

Fol

low

s an

y es

tabl

ishe

d fin

anci

al p

roce

dure

s to

sup

port

clin

ical

trai

ning

s

Rev

iew

s th

e pa

st tr

aini

ng e

vent

rel

ated

to p

artic

ipan

ts to

con

firm

that

:

– A

ll pa

rtic

ipan

ts r

ecei

ved

per

diem

and

trav

el e

xpen

ses

as p

er th

e st

ate

rule

s

– T

here

are

rec

eipt

s of

all

paym

ents

mad

e

– T

he fi

nanc

ial t

rans

actio

ns h

ave

been

ent

ered

in r

equi

red

docu

men

tatio

n

– P

artic

ipan

ts w

ere

paid

on

time

– T

he e

xpen

ditu

re r

epor

t is

sent

to th

e hi

gher

aut

horit

ies

as p

er

guid

elin

es fo

r th

e tr

aini

ng c

ours

e

Rev

iew

the

last

trai

ning

eve

nt to

con

firm

that

:

– A

ll tr

aine

rs w

ere

paid

hon

orar

ium

as

per

any

guid

elin

es

– T

here

are

rec

eipt

s of

all

paym

ents

mad

e to

the

trai

ners

2.

Th

e tr

ain

ing

bo

dy

has

go

od

fi

nan

cial

sys

tem

s an

d

man

agem

ent.

– T

he fi

nanc

ial t

rans

actio

ns h

ave

been

ent

ered

in th

e bo

ok o

f acc

ount

s by

trai

ning

eve

nt

35 –

To

ol 2

: Tr

ain

ing

Man

agem

ent

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N,

NA

Y

/N,

NA

N

OT

ES

– P

aym

ents

wer

e m

ade

with

in a

wee

k af

ter

trai

ning

.

The

re is

a r

ecor

d of

pen

ding

pay

men

ts to

par

ticip

ants

, tra

iner

s or

oth

er

vend

ors

as a

ppro

pria

te

The

tota

l tra

inin

g ex

pens

e is

with

in th

e bu

dget

app

rove

d fo

r th

e tr

aini

ng

Dis

cuss

with

the

trai

nin

g s

ite c

oo

rdin

ato

r an

d o

bse

rve

the

reco

rds

to s

ee if

:

The

re is

a fi

le fo

r ea

ch tr

aini

ng c

ours

e/ba

tch

Eac

h fil

e co

ntai

ns tr

aini

ng r

epor

t inc

ludi

ng:

– T

itle

of th

e tr

aini

ng c

ours

e

– T

he d

ates

of t

rain

ing

– N

ames

of t

he tr

aine

rs

– T

he li

st o

f par

ticip

ants

– T

he a

gend

a fo

r th

e tr

aini

ng

– P

artic

ipan

t’s r

egis

trat

ion

form

s as

req

uire

d

– A

brie

f des

crip

tion

of tr

aini

ng in

clud

ing:

ass

essm

ent a

nd e

valu

atio

n of

pa

rtic

ipan

ts; a

nd a

ny s

igni

fican

t eve

nt th

at tr

aine

rs w

ant t

o re

port

.

3.

Th

e tr

ain

ing

bo

dy

has

ad

equ

ate

reco

rd-k

eep

ing

sy

stem

s.

– T

rain

ing

eval

uatio

n fo

rms

com

plet

ed b

y th

e pa

rtic

ipan

ts

Ob

serv

e if

:

The

re is

an

annu

al tr

aini

ng p

lan

The

cop

y of

the

plan

is s

ent t

o an

y st

akeh

olde

rs a

s re

quire

d

The

re is

a q

uart

erly

trai

ning

cal

enda

r th

at s

how

s st

art a

nd e

nd d

ates

for

all

cour

ses

4.

Tra

inin

g b

od

y h

as a

n a

nn

ual

tr

ain

ing

pla

n a

nd

qu

arte

rly

trai

nin

g c

alen

dar

.

A c

opy

of th

e qu

arte

rly tr

aini

ng c

alen

dar

is s

ent t

o an

y st

akeh

olde

rs a

t the

be

ginn

ing

of e

ach

quar

ter

as r

equi

red

Rev

iew

th

e p

arti

cip

ants

reg

istr

atio

n f

orm

s, o

r d

iscu

ss w

ith

th

e tr

ain

ing

co

ord

inat

or

or

trai

ner

s th

at:

Par

ticip

ant s

elec

tion

crite

ria a

s de

scrib

ed in

the

trai

ning

mat

eria

ls a

re

follo

wed

5.

Par

tici

pan

t se

lect

ion

cri

teri

a ar

e fo

llow

ed f

or

all t

rain

ing

s.

Mor

e th

an 9

0% o

f par

ticip

ants

met

the

sele

ctio

n cr

iteria

in th

e la

st 3

trai

ning

s

36 –

To

ol 2

: Tr

ain

ing

Man

agem

ent

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N,

NA

Y

/N,

NA

N

OT

ES

Th

rou

gh

rev

iew

of

trai

nin

g r

eco

rds,

ob

serv

e if

:

At l

east

1 tr

aine

r w

as a

lway

s av

aila

ble

durin

g cl

assr

oom

and

clin

ical

pr

actic

e

6.

Cla

ss s

ize

and

tra

iner

su

pp

ort

is

ap

pro

pri

ate.

Tra

inin

g ba

tch

does

not

exc

eed

as p

er th

e re

com

men

datio

ns in

cou

rse

sylla

bus

Inte

rvie

w t

he

trai

nin

g c

oo

rdin

ato

r an

d t

rain

ing

sta

ff a

nd

rev

iew

ad

min

istr

ativ

e d

ocu

men

ts t

o f

ind

ou

t if

:

The

re is

sta

ndar

dize

d fo

rmat

to a

sses

s tr

aine

r pe

rfor

man

ce

Tra

iner

per

form

ance

is m

easu

red

on a

reg

ular

bas

is, a

t lea

st o

nce

a ye

ar

Ass

essm

ents

are

per

form

ed u

sing

a s

tand

ardi

zed

form

at

Fee

dbac

k to

trai

ners

incl

udes

par

ticip

ant e

valu

atio

n fo

rms

7.

Tra

iner

per

form

ance

as

sess

men

t is

reg

ula

rly

con

du

cted

.

Tra

iner

s pe

riodi

cally

hav

e re

fres

her

trai

ning

(ev

ery

3 ye

ars)

Ob

serv

e/re

view

rec

ord

s m

ater

ials

or

gu

idel

ines

to

det

erm

ine

if:

Req

uire

men

ts fo

r le

arne

rs to

“pa

ss”

each

cou

rse

are

outli

ned

in tr

aini

ng

mat

eria

ls

Cle

ar s

teps

if a

par

ticip

ant d

oes

not m

eet p

assi

ng r

equi

rem

ents

exi

st in

gu

idel

ines

or

trai

ners

’ too

ls

8.

Par

tici

pan

t co

urs

e co

mp

leti

on

re

qu

irem

ents

are

kn

ow

n b

y p

arti

cip

ants

an

d t

rain

ers.

The

type

of c

ertif

icat

e th

at p

artic

ipan

t will

rec

eive

and

con

ditio

ns fo

r is

suin

g ce

rtifi

cate

s ar

e ou

tline

d in

mat

eria

ls o

r tr

aine

rs’ t

ools

Th

rou

gh

th

e re

cord

rev

iew

s, o

bse

rve

that

:

Cou

rse

com

plet

ion

requ

irem

ents

are

exp

licitl

y st

ated

and

par

ticip

ants

in

form

ed o

f req

uire

men

ts

All

part

icip

ants

who

hav

e re

ceiv

ed c

ertif

icat

es d

urin

g th

e la

st tr

aini

ng h

ave

met

thes

e re

quire

men

ts

9.

Co

urs

e co

mp

leti

on

re

qu

irem

ents

are

met

bef

ore

an

y p

arti

cip

ant

can

be

cert

ifie

d.

Par

ticip

ants

who

hav

e no

t met

cer

tific

atio

n re

quire

men

ts a

re p

rovi

ded

with

ad

ditio

nal p

ract

ice

and

asse

ssm

ent o

ppor

tuni

ties

37 –

To

ol 2

: Tr

ain

ing

Man

agem

ent

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N,

NA

Y

/N,

NA

N

OT

ES

Th

rou

gh

inte

rvie

ws

wit

h t

rain

ers

and

by

revi

ew o

f ad

min

istr

ativ

e re

cord

s,

ob

serv

e th

at c

linic

al t

rain

ing

is m

on

ito

red

fo

r ef

fect

iven

ess:

Sta

ndar

dize

d co

urse

eva

luat

ion

form

is u

sed

Tra

iner

s an

d tr

aini

ng c

oord

inat

or m

eet t

o re

view

cou

rse

eval

uatio

n fo

rms

at th

e en

d of

trai

ning

to g

et p

artic

ipan

ts’ f

eedb

ack

on tr

aini

ng

10.

Th

e cl

inic

al t

rain

ing

is

rou

tin

ely

mo

nit

ore

d f

or

effe

ctiv

enes

s.

Cou

rse

eval

uatio

n fe

edba

ck th

at r

equi

res

actio

n is

res

olve

d an

d do

cum

ente

d

T

OO

L 2

: T

RA

ININ

G B

OD

Y M

AN

AG

EM

EN

T

10 S

TA

ND

AR

DS

TO

TA

L S

TA

ND

AR

DS

OB

SE

RV

ED

TO

TA

L S

TA

ND

AR

DS

ME

T

PE

RC

EN

T A

CH

IEV

EM

EN

T

%

38 –

To

ol 3

: Tr

ain

er D

evel

op

men

t Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

To

ol

3: T

rain

er D

evel

op

men

t

TR

AIN

ING

SIT

E (

NA

ME

, PL

AC

E)

DA

TE

IND

IVID

UA

L O

BS

ER

VIN

G

P

ER

FO

RM

AN

CE

ST

AN

DA

RD

S

DE

FIN

ITIO

N (

VE

RIF

ICA

TIO

N C

RIT

ER

IA)

Y/N

, NA

Y/N

, NA

NO

TE

S

Ver

ify

by

inte

rvie

win

g t

he

in-c

har

ge

staf

f o

r tr

ain

ers:

Clin

ical

trai

ners

:

– H

ave

com

plet

ed a

clin

ical

ski

lls s

tand

ardi

zatio

n co

urse

– A

re p

rofic

ient

in r

elev

ant c

linic

al c

ompe

tenc

ies

– S

ucce

ssfu

lly c

ompl

eted

a tr

aini

ng s

kills

cou

rse

– C

o-tr

aine

d in

itial

cou

rses

and

bee

n qu

alifi

ed b

y m

aste

r tr

aine

r

Mas

ter

trai

ner

s:

– S

ucce

ssfu

lly c

ompl

eted

at l

east

a tr

ansf

er-o

f-tr

aini

ng c

ours

e

1.

Th

e tr

ain

ing

bo

dy

follo

ws

trai

ner

dev

elo

pm

ent

pat

hw

ay.

– C

o-tr

aine

d a

trai

ning

ski

lls c

ours

e

Ver

ify

by

inte

rvie

win

g t

he

in-c

har

ge

staf

f th

at:

The

re is

doc

umen

tatio

n of

clin

ical

trai

ners

by

each

clin

ical

trai

ning

are

a

The

clin

ical

trai

ners

are

use

d in

rot

atio

n

The

re is

a c

linic

al tr

aine

r pe

rfor

man

ce e

valu

atio

n pl

an

2.

Th

e tr

ain

ing

bo

dy

man

ages

tr

ain

ers

app

rop

riat

ely.

The

re is

a s

yste

m to

pro

vide

feed

back

to c

linic

al tr

aine

rs o

n th

eir

perf

orm

ance

Rev

iew

wit

h t

he

trai

ner

if:

Par

ticip

ants

com

plet

e tr

aine

r ev

alua

tion

form

s fo

r ev

ery

trai

ning

The

re is

a m

echa

nism

in p

lace

to r

evie

w tr

aine

r pe

rfor

man

ce a

nd

part

icip

ant f

eedb

ack

The

re is

doc

umen

tatio

n of

trai

ners

ava

ilabl

e by

type

of t

rain

er (

Qua

lifie

d vs

. Mas

ter)

3.

Th

ere

is a

rec

ord

of

trai

ner

d

evel

op

men

t ac

tivi

ty.

The

trai

ner

atte

nds

tech

nica

l upd

ates

/ref

resh

er tr

aini

ng

39 –

To

ol 3

: Tr

ain

er D

evel

op

men

t Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

AY

/N, N

AN

OT

ES

Inte

rvie

w t

he

trai

ner

s to

fin

d o

ut

if t

hey

:

Pro

vide

clin

ical

ser

vice

s re

late

d to

trai

ning

on

a re

gula

r ba

sis

Hav

e ac

cess

to te

chni

cal i

nfor

mat

ion

thro

ugh

a lib

rary

, sug

gest

ed b

ooks

, C

Ds

and/

or v

ideo

s re

late

d to

are

as o

f tra

inin

g

Hav

e ac

cess

to c

ompu

ters

(de

skto

p/la

ptop

)

4.

Th

e tr

ain

ing

bo

dy

has

fac

ility

fo

r tr

ain

er d

evel

op

men

t.

Hav

e ac

cess

to a

n In

tern

et c

onne

ctio

n

T

OO

L 3

: T

RA

INE

R D

EV

EL

OP

ME

NT

4

ST

AN

DA

RD

S

TO

TA

L S

TA

ND

AR

DS

OB

SE

RV

ED

TO

TA

L S

TA

ND

AR

DS

ME

T

PE

RC

EN

T A

CH

IEV

EM

EN

T

%

40 –

To

ol 4

: Tr

ain

ing

Pla

nn

ing

/Pre

par

atio

n

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

To

ol 4

: T

rain

ing

Pla

nn

ing

/Pre

par

atio

n

T

RA

ININ

G S

ITE

(N

AM

E, P

LA

CE

)

DA

TE

IND

IVID

UA

L O

BS

ER

VIN

G

P

ER

FO

RM

AN

CE

ST

AN

DA

RD

S

DE

FIN

ITIO

N (

VE

RIF

ICA

TIO

N C

RIT

ER

IA)

Y/N

, NA

Y

/N, N

A

NO

TE

S

Inte

rvie

w t

he

trai

nin

g c

oo

rdin

ato

r to

en

sure

th

at t

he

follo

win

g w

ere

acco

mp

lish

ed b

efo

re t

rain

ing

:

Tra

iner

s an

d o

ther

sta

ff:

– T

he tr

aine

rs fo

r th

e co

urse

wer

e in

form

ed a

nd b

ooke

d

– S

taff

in th

e cl

inic

al a

rea

wer

e in

form

ed a

bout

trai

ning

dat

es

– T

he a

ccou

ntan

t was

info

rmed

abo

ut th

e da

tes

of tr

aini

ng

– A

ny g

uest

pre

sent

ers

wer

e id

entif

ied

and

info

rmed

Su

pp

lies

and

log

isti

cs:

– S

tatio

nery

mat

eria

ls w

ere

orde

red

and

proc

ured

– A

nato

mic

al m

odel

s w

ere

proc

ured

– T

he in

stru

men

ts a

nd e

quip

men

t for

cla

ssro

om p

ract

ice

wer

e pr

ocur

ed

– T

rain

ing

mat

eria

ls w

ere

orde

red

and

proc

ured

– A

udio

visu

al a

ids

wer

e bo

oked

– T

he c

ertif

icat

e pr

otot

ype

was

pre

pare

d fo

r re

view

– D

ieta

ry n

eeds

, tra

vel a

nd tr

ansp

orta

tion,

lodg

ing

and

per

diem

w

ere

prep

ared

for

1.

Th

e tr

ain

ing

bo

dy

pro

vid

es

adeq

uat

e p

rep

arat

ion

fo

r a

trai

nin

g c

ou

rse.

– T

rans

port

atio

n to

the

clin

ic s

ite w

as a

rran

ged

(if n

eede

d)

41 –

To

ol 4

: Tr

ain

ing

Pla

nn

ing

/Pre

par

atio

n

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Inte

rvie

w t

he

trai

nin

g c

oo

rdin

ato

r to

ver

ify

that

:

Gui

danc

e ex

ists

for

cond

uctin

g bl

ende

d le

arni

ng c

ours

es

Ele

ctro

nic

cont

ent i

s m

ade

avai

labl

e at

leas

t 3 w

eeks

bef

ore

trai

ning

Par

ticip

ants

are

pro

vide

d w

ith g

uida

nce

via

docu

men

t or

grou

p-ba

sed

sess

ion

on h

ow to

com

plet

e th

e el

ectr

onic

con

tent

Par

ticip

ants

are

pro

vide

d w

ith a

per

son

to c

onta

ct fo

r te

chni

cal a

nd

cont

ent q

uest

ions

Par

ticip

ants

are

con

tact

ed to

ens

ure

they

rec

eive

d th

e el

ectr

onic

co

nten

t and

are

abl

e to

acc

ess

it

Par

ticip

ants

are

pro

vide

d w

ith fo

llow

-up

visi

ts o

r ca

lls to

ens

ure

they

ha

ve c

ompl

eted

the

cont

ent b

efor

e an

y pr

actic

e an

d m

ento

ring

activ

ities

occ

ur

2.

Th

e tr

ain

ing

bo

dy

pre

par

es f

or

ble

nd

ed le

arn

ing

act

ivit

ies

app

rop

riat

ely.

A p

olic

y or

gui

delin

e de

scrib

es w

hat t

o do

if p

artic

ipan

ts a

rriv

e fo

r a

prac

tice

or m

ento

ring

activ

ity a

nd h

ave

NO

T c

ompl

eted

the

requ

ired

cont

ent

Inte

rvie

w th

e tr

ain

ers

to v

erify

that

pri

or

to c

on

du

ctin

g tr

ain

ing

they

:

Rev

iew

any

exi

stin

g tr

aini

ng n

eeds

ass

essm

ent i

nfor

mat

ion

avai

labl

e

Rev

iew

the

cour

se s

ylla

bus,

cou

rse

sche

dule

and

cou

rse

outli

ne

Rev

ise

cour

se s

ched

ule

and

outli

ne b

ased

on

trai

ning

nee

ds

info

rmat

ion

avai

labl

e w

hen

indi

cate

d

Ass

ign

topi

cs/s

essi

on to

indi

vidu

al tr

aine

rs a

s ne

eded

.

Rev

iew

con

tent

mat

eria

ls a

nd p

repa

re fo

r ea

ch s

essi

on to

be

deliv

ered

.

Rev

iew

and

upd

ate

pres

enta

tion

grap

hics

as

appr

opria

te.

Vis

it cl

assr

oom

to c

onfir

m a

vaila

bilit

y of

the

audi

ovis

uals

and

pow

er

supp

ly.

Mee

t with

clin

ical

sta

ff an

d m

anag

emen

t.

3.

Th

e tr

ain

ers

pre

par

es f

or

a tr

ain

ing

co

urs

e to

en

sure

tr

ain

ing

mee

ts a

ny

iden

tifi

ed

trai

nin

g n

eed

s.

Ens

ure

that

clie

nt s

ched

ulin

g is

arr

ange

d w

ith c

linic

sta

ff or

m

anag

emen

t as

need

ed.

42 –

To

ol 4

: Tr

ain

ing

Pla

nn

ing

/Pre

par

atio

n

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Rev

iew

th

e re

cord

s to

ver

ify:

Par

ticip

ant i

nvita

tion

lette

rs w

ere

sent

at l

east

3 w

eeks

bef

ore

the

trai

ning

The

num

ber

of in

vita

tions

is c

onsi

sten

t with

the

cour

se s

ylla

bus

reco

mm

enda

tions

Th

e in

vita

tio

n le

tter

:

– In

clud

es c

ours

e go

als

and

dutie

s

– S

tate

s th

at p

artic

ipan

ts s

houl

d ar

rive

the

day

befo

re th

e tr

aini

ng

4.

Par

tici

pan

t in

vita

tio

ns

incl

ud

e es

sen

tial

info

rmat

ion

an

d

arri

ve o

n t

ime.

The

trai

ning

coo

rdin

ator

con

firm

ed th

e pa

rtic

ipan

ts 1

wee

k be

fore

th

e tr

aini

ng

Inte

rvie

w t

he

trai

nin

g c

oo

rdin

ato

r o

r o

bse

rve

the

follo

win

g:

The

cla

ssro

om w

as s

et u

p

Par

ticip

ant a

ccom

mod

atio

ns w

ere

read

y

Tra

inin

g m

ater

ials

wer

e av

aila

ble

Aud

iovi

sual

equ

ipm

ent w

as s

et u

p

A b

acku

p pl

an w

as in

pla

ce in

cas

e of

pow

er fa

ilure

Tra

inin

g su

pplie

s w

ere

avai

labl

e

The

trai

ning

bud

get w

as a

vaila

ble

The

trai

ners

rev

iew

ed th

e pr

epar

atio

n fo

r tr

aini

ng

The

clin

ical

sta

ff w

as r

eady

to r

ecei

ve th

e pa

rtic

ipan

ts fo

r cl

inic

al

prac

tice

5.

Th

e tr

ain

ing

bo

dy

ensu

res

ever

yth

ing

is r

ead

y im

med

iate

ly b

efo

re t

he

trai

nin

g s

tart

s.

The

gue

st p

rese

nter

s w

ere

conf

irmed

(da

te a

nd ti

me)

T

OO

L 4

: T

RA

ININ

G P

LA

NN

ING

/PR

EP

AR

AT

ION

5

ST

AN

DA

RD

S

TO

TA

L S

TA

ND

AR

DS

OB

SE

RV

ED

TO

TA

L S

TA

ND

AR

DS

ME

T

PE

RC

EN

T A

CH

IEV

EM

EN

T

%

43 –

To

ol 5

: C

lass

roo

m T

rain

ing

Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

To

ol 5

: C

lass

roo

m T

rain

ing

TR

AIN

ING

SIT

E (

NA

ME

, PL

AC

E)

DA

TE

IND

IVID

UA

L O

BS

ER

VIN

G

P

ER

FO

RM

AN

CE

ST

AN

DA

RD

S

DE

FIN

ITIO

N (

VE

RIF

ICA

TIO

N C

RIT

ER

IA)

Y/N

, NA

Y

/N, N

A

NO

TE

S

Ob

serv

e/in

terv

iew

tra

iner

to

ver

ify:

Par

tici

pan

ts a

re in

volv

ed in

th

e p

roce

ss o

f le

arn

ing

by:

– M

akin

g ag

enda

, giv

ing

daily

sum

mar

ies

and

othe

r ac

tiviti

es

– Q

uest

ioni

ng a

nd fe

edba

ck

– G

roup

and

indi

vidu

al a

ctiv

ities

– T

imel

y en

ergi

zers

Par

tici

pan

ts a

re t

reat

ed a

s in

div

idu

als:

– U

se p

artic

ipan

ts’ n

ames

as

ofte

n as

pos

sibl

e

– T

reat

par

ticip

ants

with

res

pect

Tra

iner

rev

iew

s pa

rtic

ipan

ts’ e

xpec

tatio

ns a

t the

beg

inni

ng o

f the

cou

rse

1.

Th

e tr

ain

er m

akes

th

e tr

ain

ing

re

leva

nt

and

par

tici

pat

ory

.

Tim

e is

allo

tted

for

the

trai

ner

to r

evie

w p

artic

ipan

ts’ i

ndiv

idua

l lea

rnin

g pl

ans

whe

n th

ey e

xist

Ob

serv

e/in

terv

iew

tra

iner

to

ver

ify:

Var

ious

aud

iovi

sual

aid

s ar

e ap

prop

riate

ly u

sed

A v

arie

ty o

f lea

rnin

g ac

tiviti

es a

nd tr

aini

ng m

etho

ds a

re a

ppro

pria

tely

us

ed:

– P

ositi

ve fe

edba

ck is

pro

vide

d fr

eque

ntly

– T

he tr

aine

r m

odel

s a

posi

tive

attit

ude

2.

Th

e tr

ain

er c

reat

es a

po

siti

ve

trai

nin

g c

limat

e.

– T

rain

ers

crea

te a

tmos

pher

e of

saf

ety

for

part

icip

ants

to fr

eely

co

mm

unic

ate

with

one

ano

ther

and

trai

ners

44 –

To

ol 5

: C

lass

roo

m T

rain

ing

Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Ob

serv

e/in

terv

iew

tra

iner

to

ver

ify

that

:

Fee

dbac

k is

pos

itive

Fee

dbac

k in

clud

es s

peci

fic s

ugge

stio

ns fo

r im

prov

emen

t

3.

Th

e tr

ain

ers

pro

vid

e co

nst

ruct

ive

feed

bac

k to

p

arti

cip

ants

.

Afte

r co

achi

ng o

r as

sess

men

t act

iviti

es, t

he tr

aine

r as

ks p

artic

ipan

t to

self-

asse

ss b

efor

e pr

ovid

ing

feed

back

Ob

serv

e th

e tr

ain

er d

uri

ng

th

e se

ssio

n t

o v

erif

y th

at h

e/sh

e:

Intr

oduc

es s

essi

on u

sing

an

enga

ging

tech

niqu

e

Sta

tes

obje

ctiv

es a

s a

part

of i

ntro

duct

ion

Pre

sen

ts e

ffec

tive

su

mm

ary:

– K

eeps

sum

mar

y br

ief

– D

raw

s th

e m

ain

poin

ts o

f pre

sent

atio

n

4.

Th

e tr

ain

er u

ses

effe

ctiv

e se

ssio

n in

tro

du

ctio

n a

nd

su

mm

ary

skill

s.

– Li

nks

to n

ext t

opic

Ob

serv

e th

e tr

ain

er d

uri

ng

th

e se

ssio

n t

o v

erif

y th

at h

e/sh

e:

Use

s pa

rtic

ipan

ts’ n

ames

ofte

n

Use

s tr

aine

r’s n

otes

or

a pe

rson

aliz

ed r

efer

ence

man

ual d

urin

g pr

esen

tatio

n

Mai

ntai

ns e

ye c

onta

ct w

ith th

e pa

rtic

ipan

ts

Pro

ject

s he

r/hi

s vo

ice

so th

at a

ll pa

rtic

ipan

ts c

an h

ear

Mai

ntai

ns e

nerg

y

Use

s au

diov

isua

ls e

ffect

ivel

y

5.

Th

e tr

ain

er u

ses

effe

ctiv

e fa

cilit

atio

n s

kills

.

Pro

vide

s op

port

uniti

es fo

r ap

plic

atio

n or

pra

ctic

e of

pre

sent

atio

n co

nten

t

Ob

serv

e th

e tr

ain

er d

uri

ng

th

e se

ssio

n t

o v

erif

y th

at h

e/sh

e:

Ask

s qu

estio

ns o

f the

ent

ire g

roup

Tar

gets

que

stio

n to

indi

vidu

als

Ask

s qu

estio

ns a

t a v

arie

ty o

f lev

el

6.

Th

e tr

ain

er u

ses

effe

ctiv

e q

ues

tio

nin

g s

kills

.

Res

pond

s to

par

ticip

ants

’ que

stio

ns

45 –

To

ol 5

: C

lass

roo

m T

rain

ing

Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Ob

serv

e th

e tr

ain

er d

uri

ng

th

e tr

ain

ing

co

urs

e to

ver

ify

that

he/

she:

Man

ages

the

com

mun

icat

ion

in th

e cl

ass

room

Man

ages

the

disc

ussi

on in

the

clas

sroo

m

Enc

oura

ges/

crea

tes

a fr

iend

ly e

nviro

nmen

t in

the

room

Fac

ilita

tes

the

deve

lopm

ent o

f gro

up n

orm

s at

the

begi

nnin

g of

the

trai

ning

7.

Th

e tr

ain

er e

ffec

tive

ly

man

ages

th

e g

rou

p d

ynam

ics.

Add

ress

par

ticip

ants

with

res

pect

dur

ing

the

trai

ning

Ob

serv

e th

e tr

ain

er:

Mak

es s

ure

aids

are

vis

ible

Mak

es s

ure

aids

are

eas

y to

rea

d an

d no

t cro

wde

d

Und

erlin

es o

r em

phas

izes

impo

rtan

t inf

orm

atio

n

Pre

pare

s an

y co

mpl

icat

ed m

ater

ials

bef

ore

hand

Alw

ays

face

s th

e le

arne

rs

8.

Th

e tr

ain

er u

ses

aud

iovi

sual

ai

ds

app

rop

riat

ely.

Alw

ays

chec

ks e

quip

men

t ahe

ad o

f tim

e

Ob

serv

e th

e tr

ain

ers:

If u

sin

g t

ran

spar

enci

es, t

he

trai

ner

:

– Li

sts

one

mai

n id

ea a

nd m

axim

um s

even

line

s on

one

tran

spar

ency

– M

ount

s tr

ansp

aren

cies

on

mou

ntin

g fr

ames

if a

vaila

ble

– N

umbe

rs tr

ansp

aren

cies

– H

as a

n ov

erhe

ad p

roje

ctor

in w

orki

ng c

ondi

tion

– H

as a

n ex

tra

proj

ecto

r bu

lb o

n ha

nd

– D

oes

not r

ead

from

tran

spar

enci

es

9.

Th

e tr

ain

er u

ses

tran

spar

enci

es a

nd

/or

Po

wer

Po

int

pre

sen

tati

on

s ap

pro

pri

atel

y.

– U

ses

a po

inte

r or

pen

cil o

n tr

ansp

aren

cy r

athe

r th

an p

oint

ing

finge

rs

on th

e sc

reen

46 –

To

ol 5

: C

lass

roo

m T

rain

ing

Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Ob

serv

e th

e tr

ain

ers:

If u

sin

g V

CD

/DV

D p

laye

r, t

he

trai

ner

:

– In

trod

uces

the

vide

o to

pic

– S

tate

s th

e ob

ject

ive

of v

iew

ing

the

vide

o

– F

ocus

es p

artic

ipan

ts’ a

ttent

ion

on k

ey p

oint

s

– S

tops

in b

etw

een

and

ask

ques

tions

or

lead

s di

scus

sion

as

appr

opria

te

– Le

ads

follo

w-u

p di

scus

sion

at t

he e

nd

10.

Th

e tr

ain

er u

ses

med

ia

mat

eria

ls a

pp

rop

riat

ely.

– S

umm

ariz

es th

e se

ssio

n

Ob

serv

e tr

ain

er p

rese

nta

tio

n o

r re

view

an

illu

stra

ted

lect

ure

pla

n t

o

veri

fy t

hat

it:

Incl

udes

an

effe

ctiv

e in

trod

uctio

n

Has

pre

pare

d tr

aine

r’s n

otes

and

act

iviti

es

Has

iden

tifie

d qu

estio

ns to

use

for

deve

lopi

ng c

linic

al d

ecis

ion-

mak

ing

skill

s an

d as

sess

ing

unde

rsta

ndin

g

11.

Th

e tr

ain

er p

rep

ares

fo

r th

e ill

ust

rate

d le

ctu

re.

Has

a p

lan

for

effe

ctiv

e su

mm

ary

Ob

serv

e d

uri

ng

th

e tr

ain

ing

ses

sio

n t

hat

th

e tr

ain

er:

Pla

ns s

mal

l gro

up a

ctiv

ities

that

are

con

sist

ent w

ith th

e ob

ject

ive

of th

e se

ssio

n

Pro

vid

es c

lear

inst

ruct

ion

s fo

r th

e g

rou

p w

ork

:

– D

irect

ions

for

the

smal

l gro

up a

ctiv

ity (

whe

ther

rol

e pl

ay, c

linic

al

sim

ulat

ion

or c

ase

stud

y)

– T

ime

limit

– H

ow to

doc

umen

t and

rep

ort w

hen

requ

ired

12.

Th

e tr

ain

er f

acili

tate

s sm

all

gro

up

act

ivit

ies

effe

ctiv

ely.

Sum

mar

izes

the

sess

ion

47 –

To

ol 5

: C

lass

roo

m T

rain

ing

Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Ob

serv

e a

sess

ion

du

rin

g w

hic

h t

he

trai

ner

fac

ilita

tes

a la

rge

gro

up

se

ssio

n a

nd

ver

ify

that

th

e tr

ain

er:

Sta

tes

the

obje

ctiv

es o

f the

ses

sion

and

ann

ounc

es th

e to

pic

or p

robl

em

(whe

ther

bra

inst

orm

ing,

gam

es o

r gr

oup

disc

ussi

ons)

Est

ablis

hes

the

grou

nd r

ules

Mod

erat

es th

e di

scus

sion

app

ropr

iate

ly

Mai

ntai

ns a

writ

ten

reco

rd d

urin

g br

ains

torm

ing

Rev

iew

s id

eas

and

sugg

estio

ns p

erio

dica

lly d

urin

g br

ains

torm

ing

and

disc

ussi

ons

13.

Th

e tr

ain

er f

acili

tate

s la

rge

gro

up

act

ivit

ies

effe

ctiv

ely.

Sum

mar

izes

effe

ctiv

ely

Ob

serv

e th

at t

he

trai

ner

:

Use

s qu

estio

ns d

urin

g ac

tiviti

es to

ass

ess

unde

rsta

ndin

g an

d/or

rei

nfor

ce

key

poin

ts

Use

s th

e su

mm

ary

to h

ighl

ight

impo

rtan

t inf

orm

atio

n or

ass

ess

unde

rsta

ndin

g of

impo

rtan

t inf

orm

atio

n

Use

s en

d of

the

day

sess

ions

to e

valu

ate

trai

ning

and

lear

ner

prog

ress

an

d m

akes

cha

nges

in tr

aini

ng w

hen

need

ed

Pro

vide

s pe

riodi

c fo

rmat

ive

asse

ssm

ent (

are

part

icip

ants

com

pete

nt in

si

mul

atio

n, e

tc.)

whe

n tr

aine

r ne

eds

to d

eter

min

e if

part

icip

ants

are

rea

dy

for

clin

ical

pra

ctic

e or

to m

ove

to th

e ne

xt to

pic

Use

s th

e pr

ovid

ed a

sses

smen

t too

ls to

det

erm

ine

if th

e pa

rtic

ipan

t has

m

aste

red

the

requ

ired

cont

ent

14.

Th

e tr

ain

er u

ses

asse

ssm

ent

to h

elp

lear

ner

s d

evel

op

co

mp

eten

cy.

Cre

ates

a p

lan

for

achi

evin

g co

mpe

tenc

y fo

r pa

rtic

ipan

ts w

ho d

o no

t mee

t th

e re

quire

men

ts fo

r co

mpl

etio

n or

pas

sing

of t

he c

ours

e

T

OO

L 5

: C

LA

SS

RO

OM

TR

AIN

ING

14

ST

AN

DA

RD

S

TO

TA

L S

TA

ND

AR

DS

OB

SE

RV

ED

TO

TA

L S

TA

ND

AR

DS

ME

T

PE

RC

EN

T A

CH

IEV

EM

EN

T

%

48 –

To

ol 6

: C

linic

al D

emo

nst

rati

on

, Pra

ctic

e an

d C

oac

hin

g

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

To

ol 6

: C

linic

al D

emo

nst

rati

on

, Pra

ctic

e an

d C

oac

hin

g

T

RA

ININ

G S

ITE

(N

AM

E, P

LA

CE

)

DA

TE

IND

IVID

UA

L O

BS

ER

VIN

G

P

ER

FO

RM

AN

CE

ST

AN

DA

RD

S

DE

FIN

ITIO

N (

VE

RIF

ICA

TIO

N C

RIT

ER

IA)

Y/N

, NA

Y

/N, N

A

NO

TE

S

Ob

serv

e a

sess

ion

du

rin

g w

hic

h t

he

trai

ner

is d

emo

nst

rati

ng

a s

kill

and

ve

rify

th

at t

he

trai

ner

:

Has

set

up

the

dem

onst

ratio

n in

adv

ance

with

ade

quat

e su

pplie

s an

d eq

uipm

ent

Intr

oduc

es th

e sk

ill b

eing

dem

onst

rate

d

Cle

arly

sta

tes

obje

ctiv

es a

s a

part

of i

nstr

uctio

n

Ens

ures

all

the

part

icip

ants

are

abl

e to

see

cle

arly

Ask

s qu

estio

ns a

nd e

ncou

rage

s pa

rtic

ipan

ts to

ask

que

stio

ns a

s ap

prop

riate

Mai

ntai

ns e

ye c

onta

ct w

ith th

e pa

rtic

ipan

ts a

s m

uch

as p

ossi

ble

Spe

aks

loud

ly e

noug

h so

that

par

ticip

ants

can

hea

r

Psy

cho

mo

tor

Ski

lls:

Com

mun

icat

es w

ith th

e an

atom

ical

mod

el o

r cl

ient

dur

ing

the

dem

onst

ratio

n of

ski

ll or

act

ivity

Dem

onst

rate

s or

sim

ulat

es p

rope

r in

fect

ion

prev

entio

n pr

actic

es

Pos

ition

s an

atom

ical

mod

el a

s ac

tual

clie

nt

Co

mm

un

icat

ion

Ski

lls:

Pro

vide

s a

conc

ise

(und

er 1

5 m

inut

es)

dem

onst

ratio

n of

rel

ated

co

mm

unic

atio

n sk

ill

Use

s qu

estio

ns to

ass

ess

part

icip

ants

und

erst

andi

ng a

nd p

rogr

ess

Clin

ical

Dec

isio

n-M

akin

g S

kills

:

Exp

lain

s ra

tiona

le in

dec

isio

ns m

ade

in c

linic

1.

Th

e tr

ain

er e

ffec

tive

ly

dem

on

stra

tes

typ

es o

f sk

ills.

Use

s qu

estio

ns to

ask

par

ticip

ants

“w

hat i

f…”

in s

imul

atio

n an

d in

clin

ic to

as

sess

thei

r un

ders

tand

ing

and

clin

ical

dec

isio

n-m

akin

g ab

ilitie

s

49 –

To

ol 6

: C

linic

al D

emo

nst

rati

on

, Pra

ctic

e an

d C

oac

hin

g

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Ask

s qu

estio

ns d

urin

g ps

ycho

mot

or s

kill

dem

onst

ratio

ns to

ass

ess

part

icip

ants

rel

ated

clin

ical

dec

isio

n-m

akin

g sk

ills

Use

s pr

e- o

r po

st-c

linic

al m

eetin

gs to

rev

iew

per

tinen

t cas

es a

nd a

sk

addi

tiona

l que

stio

ns to

dev

elop

clin

ical

dec

isio

n-m

akin

g sk

ills

in r

elat

ed

clin

ical

are

a

Dem

onst

rate

s us

ing

“who

le-p

art-

who

le”

whe

n ap

prop

riate

Pro

vide

s op

port

uniti

es fo

r th

e pa

rtic

ipan

ts to

pra

ctic

e th

e sk

ills

unde

r di

rect

su

perv

isio

n

Ob

serv

e w

hile

th

e tr

ain

er is

wo

rkin

g w

ith

par

tici

pan

ts:

Bef

ore

:

Gre

ets

the

part

icip

ant

Rev

iew

s pr

evio

us p

erfo

rman

ce a

s ap

plic

able

Wor

ks w

ith th

e pa

rtic

ipan

t to

set s

peci

fic g

oals

for

the

prac

tice

sess

ion

Du

rin

g:

Obs

erve

s th

e le

arne

r, p

rovi

ding

pos

itive

rei

nfor

cem

ent o

r co

nstr

uctiv

e fe

edba

ck (

whe

n ne

cess

ary

for

clie

nt c

omfo

rt o

r sa

fety

) as

s/h

e pr

actic

es

the

proc

edur

e

Ref

ers

to th

e ch

eckl

ist o

r pe

rfor

man

ce s

tand

ards

dur

ing

obse

rvat

ion

Rec

ords

not

es a

bout

lear

ner

perf

orm

ance

dur

ing

the

obse

rvat

ion

Is s

ensi

tive

to th

e cl

ient

whe

n pr

ovid

ing

feed

back

to th

e le

arne

r du

ring

a cl

inic

al s

essi

on w

ith c

lient

s

Pro

vide

s ap

prop

riate

pra

ctic

e ac

tiviti

es in

clin

ic b

ased

on

each

par

ticip

ant’s

ab

ilitie

s an

d pr

ogre

ss

Aft

er:

Rev

iew

s no

tes

take

n du

ring

the

prac

tice

sess

ion

Gre

ets

the

lear

ner

and

asks

to s

hare

per

cept

ion

of th

e pr

actic

e se

ssio

n

Ask

s th

e le

arne

r to

iden

tify

thos

e st

eps

perf

orm

ed w

ell

Ask

s th

e le

arne

r to

iden

tify

thos

e st

eps

whe

re p

erfo

rman

ce c

ould

be

impr

oved

Pro

vide

s po

sitiv

e re

info

rcem

ent a

nd c

orre

ctiv

e fe

edba

ck

2.

Th

e tr

ain

er is

an

eff

ecti

ve

coac

h.

Wor

k w

ith th

e le

arne

r to

est

ablis

h go

als

for

the

next

pra

ctic

e se

ssio

n

50 –

To

ol 6

: C

linic

al D

emo

nst

rati

on

, Pra

ctic

e an

d C

oac

hin

g

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Ob

serv

e th

e cl

inic

al p

ract

ice

sess

ion

fo

r p

arti

cip

ants

an

d v

erif

y th

at:

Clie

nt’

s ri

gh

ts a

re r

esp

ecte

d d

uri

ng

th

e cl

inic

al p

ract

ice

incl

ud

ing

h

is/h

er r

igh

t to

:

– B

odily

priv

acy

– C

onfid

entia

lity

– K

now

the

role

of e

ach

pers

on in

volv

ed in

the

proc

edur

e

– G

ive

perm

issi

on b

efor

e ha

ving

clin

icia

n-in

-tra

inin

g ob

serv

e, a

ssis

t with

or

per

form

any

pro

cedu

re

– H

ave

clin

ical

trai

ner

pres

ent w

hen

part

icip

ants

are

pra

ctic

ing

Clie

nts

are

car

efu

lly s

elec

ted

by

the

trai

ner

s fo

r p

arti

cip

ants

to

p

ract

ice.

Th

ere

is a

dai

ly p

lan

fo

r cl

inic

al p

ract

ice

con

tain

ing

:

– T

he d

ate

– N

ame

of th

e cl

inic

al tr

aine

r

– T

he c

linic

sta

ff re

spon

sibl

e fo

r th

e da

y

– Le

arni

ng o

bjec

tives

– A

ctiv

ities

to b

e ac

com

plis

hed

by th

e pa

rtic

ipan

ts

Clie

nts

have

bee

n re

crui

ted

ahea

d of

tim

e w

hen

need

ed to

ens

ure

suffi

cien

t clie

nt lo

ad fo

r pr

actic

e

Clin

ic p

ract

ice

is s

truc

ture

d to

ens

ure

max

imum

exp

osur

e to

clie

nts

Tra

iner

-to-

part

icip

ant r

atio

is s

uffic

ient

to e

nsur

e cl

ient

s ar

e no

t har

med

th

roug

h ad

vers

e ev

ents

The

pla

n fo

r cl

inic

al a

ctiv

ities

allo

ws

part

icip

ants

to m

ove

from

sup

ervi

sed

to in

depe

nden

t pra

ctic

e

3.

Clin

ical

pra

ctic

e is

arr

ang

ed t

o

ensu

re p

arti

cip

ants

hav

e sa

fe

and

ad

equ

ate

pra

ctic

e w

ith

cl

ien

ts.

The

trai

ner

has

iden

tifie

d w

hich

pra

ctic

e ac

tiviti

es m

ay b

e co

mpl

eted

by

whi

ch p

artic

ipan

ts in

depe

nden

tly

51 –

To

ol 6

: C

linic

al D

emo

nst

rati

on

, Pra

ctic

e an

d C

oac

hin

g

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Ob

serv

e th

e tr

ain

er d

uri

ng

pre

clin

ical

pra

ctic

e m

eeti

ng

to

ver

ify:

Lear

ning

obj

ectiv

es fo

r th

e da

y

Any

cha

nge

in th

e sc

hedu

le

Par

ticip

ants

’ rol

es a

nd r

espo

nsib

ilitie

s fo

r th

e da

y

Spe

cial

ass

ignm

ents

, if a

ny

Cas

es/to

pics

for

post

-clin

ical

pra

ctic

e m

eetin

g

4.

Th

e tr

ain

er u

ses

pre

clin

ical

p

ract

ice

mee

tin

gs

to c

lear

ly

ou

tlin

e ex

pec

tati

on

s fo

r th

e cl

inic

al d

ay.

Ans

wer

s to

par

ticip

ants

’ que

stio

ns

Ob

serv

e th

e tr

ain

er d

uri

ng

clin

ical

pra

ctic

e to

ver

ify:

Tra

iner

is a

lway

s th

ere

whe

n pa

rtic

ipan

ts a

re p

erfo

rmin

g ps

ycho

mot

or s

kills

w

ith c

lient

s

The

trai

ner

prov

ides

coa

chin

g du

ring

clin

ical

pra

ctic

e as

app

ropr

iate

The

trai

ner

is s

ensi

tive

to c

lient

’s p

rese

nce

whi

le p

rovi

ding

feed

back

5.

Th

e tr

ain

er s

up

ervi

ses

clin

ical

p

ract

ice

to e

nsu

re s

afet

y an

d

adeq

uat

e p

ract

ice

wit

h c

lien

ts.

The

trai

ner

inte

rven

es if

the

clie

nt’s

saf

ety

is in

que

stio

n

Ob

serv

e th

e tr

ain

er d

uri

ng

a p

ost

-clin

ical

pra

ctic

e m

eetin

g to

ver

ify:

Tra

iner

s h

old

po

st-c

linic

al p

ract

ice

mee

tin

g e

ach

day

to

:

– A

sses

s pr

ogre

ss in

lear

ning

– P

rese

nt c

ases

see

n du

ring

the

day

—

Pla

n fo

r th

e ne

xt d

ay’s

act

iviti

es

6.

Th

e tr

ain

er u

ses

po

st-c

linic

al

pra

ctic

e m

eeti

ng

s ef

fect

ivel

y to

hel

p le

arn

ers

dev

elo

p

com

pet

ency

.

—

Use

que

stio

ns to

rei

nfor

ce k

ey p

oint

s an

d de

velo

p cl

inic

al d

ecis

ion-

mak

ing

skill

s

Ver

ify

by

inte

rvie

w w

ith

clin

ic m

anag

emen

t th

at:

Th

e tr

ain

ing

bo

dy

has

sh

ared

key

res

ou

rces

wit

h t

he

faci

lity

man

agem

ent

and

rel

ated

war

d s

taff

, in

clu

din

g:

– A

sses

smen

t too

ls u

sed

for

clin

ic

– R

elat

ed s

kill

perf

orm

ance

sta

ndar

ds

– T

rain

ing

mat

eria

ls o

r re

fere

nce

mat

eria

ls

Th

e tr

ain

er(s

) co

mm

un

icat

e p

ertin

ent i

nfo

rmat

ion

with

faci

lity

staf

f, in

clu

din

g:

7.

Th

e tr

ain

ing

bo

dy

has

ad

equ

atel

y p

rep

ared

th

e cl

inic

al p

ract

ice

site

.

– T

opic

, tim

es a

nd d

ates

of p

lann

ed c

linic

al p

ract

ice

52 –

To

ol 6

: C

linic

al D

emo

nst

rati

on

, Pra

ctic

e an

d C

oac

hin

g

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

– T

ypes

of c

lient

s ne

eded

– A

ny p

artic

ular

lear

ning

nee

ds o

r ca

pabi

lity

of p

artic

ular

par

ticip

ants

Ver

ify b

y in

terv

iew

ing

ap

pro

pri

ate

clin

ic s

taff

or

trai

nin

g b

od

y re

cord

s th

at:

Fac

ility

sta

ff ex

pect

ed to

sup

ervi

se h

ave

been

sta

ndar

dize

d an

d up

date

d in

re

quire

d sk

ills

Fac

ility

sta

ff ex

pect

ed to

sup

ervi

se h

ave

been

pro

vide

d w

ith r

elev

ant

trai

ning

and

ass

essm

ent t

ools

Exp

ecta

tions

of f

acili

ty s

taff

in s

uper

visi

on h

ave

been

doc

umen

ted

and

shar

ed

8.

Th

e tr

ain

ing

bo

dy

or

trai

ner

h

as e

nsu

red

th

at c

linic

sta

ff

invo

lved

in s

up

ervi

sio

n o

r su

pp

ort

of

clin

ical

pra

ctic

e ar

e ad

equ

atel

y p

rep

ared

.

Any

ince

ntiv

es fo

r su

perv

isio

n ha

ve b

een

docu

men

ted

and

are

impl

emen

ted

cons

iste

ntly

Ver

ify

by

ob

serv

atio

n o

r in

terv

iew

ing

par

tici

pan

ts f

rom

pre

vio

us

cou

rses

th

at t

he

trai

ner

:

Use

s qu

estio

ns d

urin

g cl

inic

al p

ract

ice

to h

elp

lear

ners

dev

elop

clin

ical

de

cisi

on-m

akin

g sk

ills

Use

s cl

ient

rec

ord

revi

ew d

urin

g cl

inic

al p

ract

ice

to p

rovi

de fe

edba

ck o

n cl

inic

al d

ecis

ion-

mak

ing

skill

s

Ass

esse

s pa

rtic

ipan

ts’ a

bilit

y to

mov

e fr

om c

lose

ly s

uper

vise

d to

mor

e in

depe

nden

t pra

ctic

e in

the

clin

ical

set

ting

Use

s th

e pr

ovid

ed a

sses

smen

t too

ls to

det

erm

ine

if th

e pa

rtic

ipan

t has

m

aste

red

the

requ

ired

cont

ent

Com

mun

icat

es r

egul

arly

abo

ut p

artic

ipan

t pro

gres

s w

ith a

ny c

linic

sta

ff as

sign

ed a

ny p

artic

ipan

t men

torin

g or

sup

ervi

sory

res

pons

ibili

ties

9.

Th

e tr

ain

er u

ses

asse

ssm

ent

effe

ctiv

ely

to h

elp

lear

ner

s d

evel

op

co

mp

eten

ce a

nd

d

eter

min

e if

tra

inin

g g

oal

s h

ave

bee

n m

et.

Cre

ates

a p

lan

for

achi

evin

g co

mpe

tenc

y fo

r pa

rtic

ipan

ts w

ho d

o no

t mee

t th

e re

quire

men

ts fo

r co

mpl

etio

n or

pas

sing

of t

he c

ours

e

T

OO

L 6

: C

LIN

ICA

L D

EM

ON

ST

RA

TIO

N, P

RA

CT

ICE

AN

D C

OA

CH

ING

8

ST

AN

DA

RD

S

TO

TA

L S

TA

ND

AR

DS

OB

SE

RV

ED

TO

TA

L S

TA

ND

AR

DS

ME

T

PE

RC

EN

T A

CH

IEV

EM

EN

T

%

53 –

To

ol 7

: Tr

ansf

er o

f Le

arn

ing

(TO

L)

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

To

ol 7

: T

ran

sfer

of

Lea

rnin

g (

TO

L)

T

RA

ININ

G S

ITE

(N

AM

E, P

LA

CE

)

DA

TE

IND

IVID

UA

L O

BS

ER

VIN

G

P

ER

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FACILITATOR’S GUIDE

September 2010

Training Skills for Health Care Providers Facilitator’s Guide – 1

INTRODUCTION The Training Skills Learning Resource Package (LRP) is designed to be used in preparing clinical trainers who are qualified to conduct competency-based clinical skills courses; it may also be used to strengthen the clinical training skills of pre-service faculty members and clinical preceptors. To be a qualified clinical trainer, a candidate clinical trainer must undergo skills standardization and achieve specific core competencies, demonstrating the ability to:

Train skills course participants in new competencies, or reinforce existing ones

Coordinate training activities in collaboration with other staff

Implement group-based training, using a “blended learning approach” when indicated


Provide post-training, transfer-of-learning support Your role as facilitator is to coach candidate clinical trainers as they develop training skills and, finally, to determine whether they are qualified to be clinical trainers. Like coaching clinical skills course participants, coaching candidate clinical trainers involves several phases:

Demonstrations of the essential training skills, which will have occurred through ModCAL® (Modified Computer-Assisted Learning) for Training Skills, or can occur in group-based practice. Additional demonstrations of training skills are provided during the group-based practice session and the co-training experience;

Practice by the candidate clinical trainer, as the facilitator observes, using the presentation, demonstration or coaching skills checklists; and

Feedback and coaching from the facilitator, using the skills checklists and training performance standards as appropriate during the daily trainer meetings.

Throughout these phases, two different types of assessment are used. Formative assessment guides the candidate clinical trainer in developing training skills; summative assessment, on the other hand, aids the facilitator in making a decision about whether the candidate clinical trainer has achieved the desired training core competencies and can be become a qualified clinical trainer.

September 2010

2 – Facilitator’s Guide Training Skills for Health Care Providers

RESPONSIBILITIES OF THE FACILITATOR As a facilitator for the Training Skills Course, you will:

Provide candidate clinical trainers, or learners, with their Training Skills Course “Welcome” package. You may do this during the skills standardization process (see Box on the following page), through a separate meeting (e.g., by having learners come to your office/facility) or via mail with telephone follow-up. The package includes:

A flash drive containing ModCAL for Training Skills—the self-paced, computer-assisted learning component of the Training Skills Course.

The Training Skills Course Learner’s Guide, which includes key information about the course, the course syllabus, learning objectives and a range of tools that learners will need to navigate through the practice component of the course—such as an individual learning plan form and generic training performance standards. (Note: These and other handouts for learners may also be printed from the “Resources” section of ModCAL.)

The Training Skills Manual, which contains the essential content covered in ModCAL. This document will serve as a valuable reference for learners both during the course and when they conduct future clinical training courses.

The relevant clinical learning resource package (if the learners do not already have it). This LRP provides the clinical content for the co-training component of the Training Skills Course; learners will need it to prepare for their training skills practice sessions.

Specific information about: – Whom learners should contact if they have any technical

questions or concerns about ModCAL; – Whom they should contact if they have general questions

about the Training Skills Course; and; – Where and when they should report for the group-based

practice session, if applicable, and the co-training experience.

September 2010


What Is Skills Standardization and Why Is It Important? Experienced health care providers tend to develop their own, individualized ways of performing certain skills based on cultural preferences, resources available and even personal style. As long as the end result is the provision of high-quality, evidenced-based care, these differences are not problematic. When it comes to teaching skills to others, however, the skills must be “standardized.” Skills standardization helps to ensure that learners understand and are able to perform the critical steps/tasks involved in a given skill correctly; it also helps to ensure that their performance can ultimately be assessed in an objective manner, which is a cornerstone of the qualification process.

Through skills standardization as a prerequisite to the Training Skills Course, candidate clinical trainers will learn a particular way to perform the clinical skills (e.g., male circumcision, management of postpartum hemorrhage) that will form basis of their co-training experience. Through this process: Learners’ performance of these skills is observed and evaluated, by the facilitator or another

qualified trainer, in relation to “standardized” checklists (developed and validated by a group of experts) that make complex skills easy to master, outlining the essential steps involved in a given skill in the correct sequence;

Differences between the learners’ practices and the checklists are identified and discussed; and

Action is taken (e.g., technical updates, practice with anatomical models, role plays) to address any gaps between learners’ performance and the desired competencies.

Although skills standardization can be implemented in a variety of ways, its goal is always the same—to ensure that candidate clinical trainers are “on the same page” about how to teach skills.

For the self-paced, computer-assisted learning component of the

Training Skills Course, introduce learners to ModCAL, whether virtually or in a group-based setting.

Explain how to navigate through ModCAL, directing learners to the detailed instructions in the program’s Overview.

Advise them on how to proceed though the modules in an efficient manner.

Be available to provide guidance as needed, as learners work through the computer modules. You may need to bring the learners to a location equipped with computers and assist them in using ModCAL individually or, if computer availability is an issue, in small groups.

For the practice component of the Training Skills Course:

Review and discuss the following at the beginning: – Individual learning plans – Expectations for practicing facilitation, demonstration and

coaching skills – Knowledge and skill assessments – Qualification criteria and process – Schedule for meeting with the facilitator for demonstrations,

practice, assessment and questions, when appropriate

September 2010


Demonstrate effective facilitation and clinical training skills as needed.

Provide guidance, coaching and feedback to learners as they practice classroom and clinical training skills.

Evaluate each learner’s classroom and clinical training skills and decide whether she/he is qualified to be a clinical trainer.

OPTIONS FOR PRACTICE AND ASSESSMENT After completing both the skills standardization and ModCAL, there are several options for providing learners with training skills practice and for assessing their training skills. Regardless of which option is pursued, it is essential that the clinical skills required for the course have been standardized and that the candidate clinical trainer is indeed competent in those skills before being qualified. Depending on program needs, and the complexity of the clinical skills that the candidate clinical trainer will be learning to teach, the candidate trainer may either:

Prepare for and co-train a skills course, or a whole-site or on-the-job training course, with an experienced trainer who is qualified to mentor a candidate trainer. This option provides the learner the opportunity to apply skills and be mentored and assessed for qualification in an efficient manner.

Attend a group-based practice session and then co-train a course. In some programs, learners may practice in a group-based session before they have their co-training experience.

Between the two co-training scenarios shown above, there are actually several options for co-training with candidate clinical trainers (further described in the Box on the following page). The key is to ensure adequate coaching throughout the experience to support the candidate clinical trainers and, during clinical practice, to protect the clients’ rights.

September 2010


Different Types of Co-Training Experience The facilitator of the Training Skills Course coaches each candidate clinical trainer

individually during the delivery of a skills course. This is an ideal scenario but is very time-consuming. One-to-one supervision is used during courses involving surgical skills or skills that carry potential risk of harm to clients. Typically, a master trainer coaches a team of two to four as they conduct a skills course.

Candidate clinical trainers are coached by a regional- or national-level master trainer. In some countries or regions, there will be other qualified individuals available who can work with candidate clinical trainers during a co-training experience.

A master trainer provides limited co-training support, more during the first few days of a course and less later on. Although this approach is not ideal, the candidate clinical trainer can at least rely on some coaching/feedback during those first critical days—which are the most important for setting a positive learning climate. Co-training support should be provided again during clinical practice.

The candidate clinical trainer co-trains with a proficient clinical trainer. When a master trainer is not available, it is often better for the candidate clinical trainer to be observed and coached by a proficient clinical trainer than to train alone.

Candidate clinical trainers are coached by a colleague from the Training Skills Course. Ideally this coaching experience coincides with a visit from a master trainer for at least the first few days of the course. If a master trainer is not available, having two candidate clinical trainers work together and support each other through the co-training experience helps to ensure that the course will be conducted as designed. The two candidate clinical trainers know what they are supposed to do and can reinforce correct practices and support each other throughout the course. For training in procedures that involve surgical skills or carry a potential risk of harm to the client, do not use this approach.

How the materials in this LRP are used depends in large part on which of the above-described options is selected.

HOW TO USE THESE MATERIALS The assessment tools provided in the Training Skills LRP will help you determine whether the learner is able to perform the desired core competencies of a qualified clinical trainer and can therefore be qualified. There are tools for the learner to use to self-assess and identify learning needs and for you, the facilitator, to use to in providing formative assessment, which aids in learning. Tools are also provided for you to conduct summative assessment to make decisions about advancing candidate trainers to new levels of responsibility in the course and, ultimately, about qualification. Here is additional information on competency development and assessment for the Training Skills Course.

Development of Competencies The group-based practice and co-training experience provided represent your opportunity to assist candidate clinical trainers in becoming competent qualified clinical trainers. Use the individual learning plan and other assessment tools as a reference to help candidate trainers identify and prioritize their learning needs before group-based practice and before co-training. Use the checklists and training performance standards to provide formative assessment and feedback to help them develop competency and, over the course of the experience, move from needing

September 2010


more to less supervision. Your aim is to develop an independently functioning, competent clinical trainer.

Assessment of Competencies Here, the focus is on summative assessments—the periodic decision points within a Training Skills Course when you determine whether a candidate clinical trainer should advance to new levels of responsibility.

Knowledge checks and the final knowledge assessment are provided throughout the computer-assisted portion of the course (ModCAL). A print version of the final exam is also included in this guide. Passing this exam indicates that the learner is ready for practice and co-training opportunities.

The passing score for the final exam is 78% and “criterion-based,” determined through review and validation of the questions by a group of subject matter experts.

If any learners do not pass the final exam, they should review the relevant topic(s) and take the exam again.

Skills are assessed using checklists (also reviewed/validated by subject matter experts) provided in this learning package. These checklists, combined with candidate clinical trainers’ self-assessments using the clinical training skills portfolio and the training performance standards, are used to make a summative assessment of candidate clinical trainers’ competency in the desired skills and determine whether they are qualified.

Qualification A candidate clinical trainer is considered “qualified” if she/he is able to perform the core competencies required. The decision about qualification is based on achievement in three areas:

Knowledge—Score on the ModCAL final knowledge assessment that equals or exceeds the recommended criterion-referenced pass score associated with competency.

Skills—Demonstration of competency in facilitation, clinical demonstration and coaching skills, as assessed by the facilitator.

Practice—The final decision about competency is based on a combination of factors, a determination of how the learners’ knowledge, skills, attitudes and individual experiences come together in actual practice. The facilitator considers candidate clinical trainers’ self-assessments using their clinical training skills portfolios. Do they feel they have achieved competency in critical areas? The facilitator will also consider how well they are doing based on the training performance standards. Are they able to perform most of the standards in the tools related to trainer performance?

September 2010


THE CO-TRAINING EXPERIENCE The co-training experience provides candidate clinical trainers with structure and support as they apply their training skills. This section provides guidance on what the facilitator should do before, during and after the co-training experience to support learners throughout the process—including how to use the tools contained in this package. Remember that the purpose of co-training is to provide the candidate clinical trainers with practice, feedback and mentoring. Their level of experience in training will determine the degree of support and coaching you will provide.

BEFORE CO-TRAINING: PREPARATION Allocate a day or two to work with candidate clinical trainers to

plan and prepare for the co-training experience. During this meeting you should:

Using the individualized learning plan and training performance standards, work with candidate clinical trainers to identify their learning goals for the co-training experience. What are their learning priorities?

Assess their comfort level with the related clinical skills. Whether or not you are involved in the clinical skills standardization process, it is your responsibility to ensure that the candidate clinical trainers’ skills have been standardized.

Based on their individual learning plans and comfort level with related clinical skills, you may need to have some practice sessions and provide feedback and coaching to ensure they are ready to co-train a course.

Identify training roles, including who will be responsible for what aspects of planning and preparation of the clinical skills course (the co-training experience). Clarify your own role in the process. Use the workshop preparation checklist if needed (see Note on the following page).

Review the course materials and model course outline and decide who will facilitate which sessions.

Ask the learners to review the training performance standards. This exercise is useful for several reasons: it provides the learners with a good overview of the entire training process, works as a job aid to guide them in planning and implementation of training activities, and can help learners identify areas where they want to improve.

Agree on training norms and practices. Agree on arrival times, tasks, roles and issues such as how to handle corrections, questions or concerns. Discuss the daily meetings and how they will be used as an

September 2010


opportunity to share feedback from the day, identify learning progress and goals for the next day, and address any logistical issues.

Visit the clinical sites in collaboration with the new candidate clinical trainers. This is essential to ensure that you have made all necessary preparations for the co-training experience and will also help the candidate clinical trainers become comfortable working with clinical sites in their new role.

Agree on roles specifically related to clinical practice. What will your role be for the skills course participants during clinical practice? When should the participants seek out the candidate clinical trainer, and when should you be involved? The clinic staff also need to be clear about your role in relation to the new trainers. Discuss how you and the candidate clinical trainers will handle situations such as their skills course participants coming to you (rather than to them) with questions—and other such issues that may arise.

Provide clear guidance on the planned schedule. Ensure the candidate clinical trainers know when you will or will not be present during the course. If you are facilitating several courses or working with several groups, everyone should know your schedule and contact information.

Note: Have candidate clinical trainers check out the “Resources” section of the ModCAL for Training Skills, which contains a wide range of training tools that can aid them in planning and managing a course, such as: a workshop preparation checklist to help ensure that logistics are addressed, sample warm-ups and energizers to keep participants engaged, and sample data forms to capture information related to training. It also includes the full range of handouts/tools included in the Learner’s Guide.

DURING CO-TRAINING: MENTORING CANDIDATE TRAINERS

Be consistent with the candidate trainers about adhering to the schedule. Begin and end on time regardless of who is conducting the session. If it is necessary to exceed the allotted time, discuss this with the group to develop consensus.

Regularly assess the candidate clinical trainers’ learning progress. During the day, you will observe, coach and take notes. Use these notes to provide feedback during the end-of-the-day meetings and periodically during training. Use the individual learning plan they developed and the training performance standards to assess how they feel about their progress.

Rotate leadership for end-of-the-day meetings. Members of the training team should rotate the leadership of the daily trainer meetings. During these meetings, each agenda item for that day is discussed and the presenting candidate clinical trainers receive feedback from the coaching trainer and the other trainers. You, or

September 2010


the designated leader, facilitates the feedback process. Use this time to plan for the next day’s activities.

Move the candidate clinical trainers to independent practice. Provide greater supervision, coaching and support toward the beginning and less over time. Shift from providing most of the feedback yourself to facilitating the learners’ self-assessment of the experience. How do you think you did? What would you do differently? Why? Encourage them to use the skills checklists and training performance standards to track their progress and achievements.

Provide adequate support during clinical practice. Managing clinical practice is one of the more difficult aspects of training. In the clinical setting, as you coach candidate clinical trainers, be aware of how well the demand for services is being met, and be alert for new learning opportunities. In collaboration with the candidate clinical trainers, monitor the performance of the skills course participants. At the same time, you must coach and provide feedback to the candidate clinical trainers. Work with them before going into the clinical setting to ensure adequate client load, coach them during the clinical practice sessions and then provide feedback after each clinical practice session. As the clinical practice session progresses, you can let the candidate clinical trainer function more independently. Remember, during the co-training experience, your focus is on the candidate clinical trainers and their ability to manage clinical training, not on the skills course participants as they complete the skills course.

Ensure client safety during clinical practice. Whether the competencies (in particular, the skills component) are standardized before or in combination with ModCAL for Training Skills, ensuring that new trainers are proficient and able to safely demonstrate and supervise the skills in clinical practice is essential. When working with several candidate clinical trainers, consider how you will ensure client safety during clinical practice. For example: During a voluntary counseling and testing skills practice in the clinic, you might not need to be present every minute. In a male circumcision course, on the other hand, you likely would be present every minute—to ensure both the client’s safety and the candidate clinical trainer’s safe practice and appreciation of the risks involved. The important factor to consider when deciding how much supervision is needed of the candidate clinical trainer is the potential risk of harm to the client.

Determine competency. In order to decide whether a candidate clinical trainer is ready to become a qualified clinical trainer, use the skills checklists to determine competency. At the end of the training process, the candidate trainers should also be asked if they believe that they have mastered each of the core competencies required of a

September 2010


qualified clinical trainer. In addition, you can use the training performance standards for overall guidance in deciding whether to qualify them or not. As the facilitator and training mentor, you are responsible for verifying that these competencies have been achieved, thereby confirming that the candidate trainer can be qualified as a clinical trainer.

AFTER CO-TRAINING: SUPPORT AND FOLLOW-UP By definition, the coaching experience ends when the course is completed and the new trainer has been qualified as a clinical trainer. There will be times, however, when you will be able to visit the clinical trainer to observe sessions in the classroom and clinic. These periodic visits help to reinforce the clinical trainer’s skills and ensure that the trainer’s approach to training is consistent with what she/he learned in the course. The visits also afford you an opportunity to collect data for trainer follow-up studies. Finally, follow-up visits will help to identify proficient clinical trainers who have the potential to become master trainers. Ultimately, however, your role after training depends on how your program is structured.

September 2010


GROUP-BASED PRACTICE—GUIDANCE AND MATERIALS

If you are conducting a group-based practice session before the co-training experience or facilitating a group-based course, this section contains guidance you will need and materials you will use. You can revise the course schedule and outline based on identified individual learning needs. As qualifying new trainers requires a co-training experience as well, keep the following points in mind during the group-based session:

You will use the skills checklists to assess their skills during the session, but cannot qualify them until the co-training event;

Group-based practice will help you identify candidates who are better-suited to become clinical trainers than others (please make those recommendations to your program staff); and

As clinical competence is required, use the group-based practice to also ensure that learners’ skills are indeed adequate for managing clinical practice.

MODEL COURSE OUTLINES

The course outlines presented here provide a model plan for group-based activities for candidate clinical trainers. There are two course outlines included:

A three-day outline for group-based practice for learners’ who have completed ModCAL for Training Skills. This focuses mostly on providing practice and feedback since most content has been provided using ModCAL.

A five-day outline for group-based transfer of knowledge and skills and practice for learners who have not completed ModCAL. (Note: PowerPoint presentations that accompany the five-day, group-based practice are in the Resources folder of the ModCAL flash drive.)

Each outline presents enabling objectives needed to accomplish the learner objectives described in the course syllabus. For each objective, there are suggestions regarding appropriate learning activities and resources and materials needed. The facilitator may develop other practice activities and prepare case studies, role plays or other learning situations that are specific to the country or particular needs of a group of learners. The course outline is divided into four columns.

Time. This section of the outline indicates the approximate amount of time to be devoted to each learning activity.

September 2010


Objectives/Activities. This column lists the enabling objectives and learning activities. Because the objectives outline the sequence of training, they are presented here in order. The combination of the objectives and activities (introductory activities, small-group exercises, daily summaries, breaks, etc.) outlines the flow of training.

Training/Learning Methods. This column describes the various methods, activities and strategies to be used to deliver the content and skills related to each enabling objective.

Resources/Materials. The fourth column in the course outline lists the resources and materials needed to support the learning activities.

Note that the learners’ course schedules are based on the following course outlines, so that any changes made to one should be reflected in the other. You may need to extend or reduce the time allocated to different topics or modify certain activities based on a variety of factors. For example, if only one facilitator is used, you might consider: (1) having the groups practice in small groups of six to eight, and selecting the best presenter to present for the group; (2) rotating among the groups, observing presentations and providing feedback; and (3) finishing by facilitating large group feedback

13 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 3

DA

YS

, 6 S

ES

SIO

NS

T

IME

O

BJE

CT

IVE

S/A

CT

IVIT

IES

T

RA

ININ

G/L

EA

RN

ING

ME

TH

OD

S

RE

SO

UR

CE

S/M

AT

ER

IAL

S

Day

1, A

M (I

NC

LU

DE

S 2

0 M

INU

TE

S T

O A

LL

OW

FO

R A

BR

EA

K)

10 m

inut

es

Act

ivit

y: W

elco

me

Wel

com

e by

rep

rese

ntat

ives

of t

he o

rgan

izat

ion(

s)

spon

sorin

g th

e tr

aini

ng c

ours

e.

Co

urs

e eq

uip

men

t: B

oxlig

ht, f

lip c

hart

an

d m

arke

rs, r

equi

red

lear

ning

res

ourc

e pa

ckag

es (

clin

ical

con

tent

), o

ther

trai

ning

m

ater

ials

20

min

utes

A

ctiv

ity:

Intr

oduc

tions

Le

arne

rs d

ivid

e in

to p

airs

, int

ervi

ew a

nd th

en in

trod

uce

each

ot

her,

sha

ring

thei

r pa

rtne

r’s n

ame,

pos

ition

and

any

trai

ning

ex

perie

nce.

10 m

inut

es

Act

ivit

y: P

rovi

de a

n ov

ervi

ew o

f the

co

urse

(go

als,

obj

ectiv

es a

nd

sche

dule

)

Dis

trib

ute,

rev

iew

and

dis

cuss

mat

eria

ls u

sed

in th

is

cour

se.

Rev

iew

the

cour

se s

ylla

bus

and

sche

dule

. (R

efer

le

arne

rs to

the

Tra

inin

g S

kills

Lea

rner

’s G

uide

.)

Tra

inin

g S

kills

Man

ual

/TO

C

Tra

inin

g S

kills

Lea

rner

’s

Gu

ide/

Syl

labu

s an

d S

ched

ule

10 m

inut

es

Act

ivit

y: R

evie

w c

ours

e m

ater

ials

R

evie

w a

nd d

iscu

ss m

ater

ials

use

d in

this

cou

rse.

Brie

fly r

evie

w th

e T

rain

ing

Ski

lls M

anua

l (ta

ble

of

cont

ents

) an

d in

stru

ct th

e le

arne

rs th

at th

ey c

an u

se it

as

a r

efer

ence

whe

n ne

eded

.

Ref

er th

e gr

oup

brie

fly to

the

asse

ssm

ent t

ools

—in

divi

dual

lear

ning

pla

n, tr

aini

ng p

erfo

rman

ce s

tand

ards

an

d cl

inic

al tr

aini

ng s

kills

por

tfolio

—an

d ex

plai

n th

at

addi

tiona

l tim

e w

ill b

e sp

ent o

n le

arni

ng h

ow to

use

th

ese

mat

eria

ls a

t the

end

of t

he c

ours

e.

Tra

inin

g S

kills

Man

ual

T

rain

ing

Ski

lls L

earn

er’s

G

uid

e/A

sses

smen

t Too

ls

10 m

inut

es

Act

ivit

y: C

larif

y gr

oup

norm

s

A

gree

on

grou

p no

rms—

obta

in p

erm

issi

on fo

r fe

edba

ck

on p

ract

ice

sess

ions

to b

e sh

ared

in th

e la

rger

gro

up.

Atta

ch th

e fli

p ch

art p

age

to th

e w

all f

or r

efer

ence

th

roug

hout

the

cour

se.

Gro

up N

orm

s fli

p ch

art

14 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 3

DA

YS

, 6 S

ES

SIO

NS

(C

ON

T.)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

30 m

inut

es

Act

ivit

y: Id

entif

y in

divi

dual

lear

ning

go

als

Ask

lear

ners

to fi

ll ou

t the

indi

vidu

al le

arni

ng p

lan

if th

ey

have

not

alre

ady

done

so.

Dis

trib

ute

post

-it n

otes

and

ask

lear

ners

to s

pend

a fe

w

min

utes

and

put

a p

ost-

it w

ith th

eir

nam

e on

it o

n th

eir

top

thre

e le

arni

ng p

riorit

ies

for

this

cou

rse

AN

D a

ny

men

torin

g ex

perie

nces

.

Afte

r th

ey d

o th

is, h

ighl

ight

the

topi

cs in

the

lear

ning

pl

an w

ith th

e m

ost p

ost-

its a

nd id

entif

y ho

w y

ou w

ill

prov

ide

addi

tiona

l tim

e to

add

ress

that

topi

c.

Hav

e so

meo

ne d

ocum

ent t

he to

p th

ree

topi

cs th

at h

ave

the

mos

t pos

t-its

and

not

e th

em o

n a

flip

char

t.

Rev

iew

the

indi

vidu

al le

arni

ng p

lans

bef

ore

the

next

day

or

ove

r lu

nch

in o

rder

to id

entif

y w

here

to fo

cus

prac

tice

activ

ities

.

Tra

inin

g S

kills

Lea

rner

’s

Gu

ide/

Indi

vidu

aliz

ed L

earn

ing

Pla

n

F

lip c

hart

with

the

mai

n co

mpo

nent

s of

the

lear

ning

pla

n in

a ta

ble

form

at

(pre

pare

d be

fore

hand

)

Pos

t-it

note

s

30 m

inut

es

Act

ivit

y: Id

entif

y re

mai

ning

que

stio

ns

or is

sues

from

Mod

CA

L C

TS

G

ive

the

grou

p sl

ips

of p

aper

, ask

them

to r

evie

w th

e ta

ble

of c

onte

nts

as a

ref

resh

er a

nd id

entif

y an

y re

mai

ning

que

stio

ns o

r to

pics

they

foun

d co

nfus

ing

from

M

odC

AL.

Tel

l the

m th

is a

ctiv

ity is

ano

nym

ous,

and

col

lect

the

slip

s of

pap

er fo

r re

view

late

r.

Rev

iew

the

ques

tions

and

add

ress

com

mon

que

stio

ns

or is

sues

thro

ugho

ut th

e co

urse

and

use

que

stio

ns to

en

sure

that

lear

ners

und

erst

and

the

cont

ent.

Use

the

“Dev

elop

ing

Com

pete

ncy

Dis

cuss

ion

Gui

de”

to

ensu

re th

at k

ey c

once

pts

are

unde

rsto

od.

Slip

s of

scr

ap p

aper

Tra

inin

g S

kills

Fac

ilita

tor’

s G

uid

e/D

evel

opin

g C

ompe

tenc

y D

iscu

ssio

n G

uide

15 m

inut

es

Rev

iew

of

Clin

ical

Lea

rnin

g

Res

ou

rce

Pac

kag

e (L

RP

)

D

raw

the

com

pone

nts

of a

sta

ndar

d tr

aini

ng p

acka

ge o

n th

e fli

p ch

art.

Rev

iew

the

clin

ical

LR

P th

at w

ill b

e us

ed, s

pend

ing

the

mos

t tim

e on

the

Tra

iner

’s N

oteb

ook/

Fac

ilita

tor’s

Gui

de.

Exp

lain

they

will

be

usin

g th

is L

RP

to p

ract

ice

effe

ctiv

e fa

cilit

atio

n an

d de

mon

stra

tion

skill

s.

Rel

ated

clin

ical

LR

P (

e.g.

, on

prov

idin

g IU

D s

ervi

ces,

act

ive

man

agem

ent o

f th

ird s

tage

of l

abor

)

15 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 3

DA

YS

, 6 S

ES

SIO

NS

(C

ON

T.)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

40 m

inut

es

Eff

ecti

ve F

acili

tati

on

Ski

lls P

ract

ice

O

bje

ctiv

e: R

evie

w k

ey e

ffect

ive

faci

litat

ion

skill

s O

bje

ctiv

e: P

rovi

de in

stru

ctio

ns fo

r fa

cilit

atio

n sk

ills

prac

tice

Rev

iew

key

effe

ctiv

e fa

cilit

atio

n sk

ills

(in a

bout

10–

15

min

utes

) us

ing

the

‘”Effe

ctiv

e F

acili

tatio

n G

ame”

in th

e F

acili

tato

r’s G

uide

.

Rev

iew

the

Fac

ilita

tion

Ski

lls P

ract

ice

Inst

ruct

ions

.

H

ave

indi

vidu

al le

arne

rs s

elec

t a to

pic

they

will

use

to

dem

onst

rate

thei

r pr

esen

tatio

n sk

ills.

Eac

h w

ill p

repa

re

a se

ssio

n pl

an fo

r th

eir

pres

enta

tion.

Rev

iew

the

sam

ple

sess

ion

plan

for

thei

r us

e in

the

Lear

ner’s

Gui

de.

The

pre

sent

atio

n sh

ould

incl

ude

effe

ctiv

e us

e of

qu

estio

ns, o

r a

larg

e gr

oup

activ

ity s

uch

as d

iscu

ssio

n or

bra

inst

orm

ing.

Tra

inin

g S

kills

Lea

rner

’s

Gu

ide/

Inst

ruct

ions

for

Pre

sent

atio

n an

d D

emon

stra

tion;

Sam

ple

Tra

iner

’s N

otes

or

Ses

sion

Pla

n F

orm

at

Fac

ilita

tor’

s G

uid

e/E

ffect

ive

Fac

ilita

tion

Gam

e

45 m

inut

es

Ob

ject

ive:

Pre

pare

for

effe

ctiv

e fa

cilit

atio

n sk

ills

prac

tice

E

ach

grou

p sh

ould

hav

e so

me

time

to p

ract

ice

and

prep

are.

T

he fa

cilit

ator

sho

uld

circ

ulat

e an

d re

view

trai

ner’s

not

es.

Day

1, P

M (I

NC

LU

DE

S 2

0 M

INU

TE

S T

O A

LL

OW

FO

R A

BR

EA

K)

3 ho

urs

Ob

ject

ive:

Dem

onst

rate

effe

ctiv

e fa

cilit

atio

n sk

ills

Div

ide

the

grou

p in

to tw

o or

thre

e sm

all g

roup

s, d

epen

ding

on

the

size

. Eac

h gr

oup

shou

ldn’

t be

larg

er th

an a

roun

d 8

indi

vidu

als.

Eac

h gr

oup

shou

ld h

ave

a fa

cilit

ator

; if t

his

is n

ot

poss

ible

, the

faci

litat

or s

houl

d ro

tate

am

ong

the

grou

ps.

• E

ach

lear

ner

will

hav

e 10

min

utes

to p

rese

nt in

form

atio

n an

d in

clud

e th

e us

e of

que

stio

ns, d

iscu

ssio

n, c

ase

stud

y or

bra

inst

orm

ing,

as

wel

l as

use

audi

ovis

ual a

ids

appr

opria

tely

. •

Fac

ilita

te p

eer-

to-p

eer

and

trai

ner

feed

back

afte

r ea

ch

pres

enta

tion.

E

ach

lear

ner

will

dem

onst

rate

effe

ctiv

e fa

cilit

atio

n sk

ills

for

his/

her

smal

l gro

up—

with

one

faci

litat

or a

ssig

ned

to e

ach

grou

p. U

se th

e ch

eckl

ists

and

inst

ruct

ions

for

feed

back

to

guid

e fe

edba

ck p

rovi

sion

.

Tra

inin

g S

kills

Lea

rner

’s

Gu

ide/

Inst

ruct

ions

for

Pre

sent

atio

n an

d D

emon

stra

tion;

Effe

ctiv

e F

acili

tatio

n S

kills

Che

cklis

t

Slip

s of

scr

ap p

aper

16 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 3

DA

YS

, 6 S

ES

SIO

NS

(C

ON

T.)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

Day

2, A

M

45 m

inut

es

Ob

ject

ive:

Fin

ish

effe

ctiv

e fa

cilit

atio

n pr

actic

e se

ssio

ns

20 m

inut

es

Ob

ject

ive:

Sum

mar

ize

findi

ngs

Brin

g th

e la

rge

grou

p to

geth

er a

gain

. A r

epre

sent

ativ

e fr

om

each

gro

up s

houl

d sp

end

a fe

w m

inut

es s

harin

g so

me

of th

e co

mm

on th

ings

don

e w

ell a

nd c

omm

on s

ugge

stio

ns fo

r im

prov

emen

t. F

acili

tate

the

disc

ussi

on.

30 m

inut

es

Ob

ject

ive:

Rev

iew

key

ski

lls fo

r fa

cilit

atin

g sk

ill d

evel

opm

ent

Ob

ject

ive:

Ass

ign

dem

onst

ratio

n or

co

achi

ng s

essi

ons

Spe

nd a

bout

20

min

utes

ask

ing

the

lear

ners

que

stio

ns

to r

einf

orce

thei

r un

ders

tand

ing

of th

e pr

oces

s fo

r de

velo

ping

the

diffe

rent

type

s of

clin

ical

ski

lls, c

linic

al

deci

sion

-mak

ing,

psy

chom

otor

or

hand

ski

lls, a

nd

com

mun

icat

ion

skill

s.

Ass

ign

dem

onst

ratio

n an

d co

achi

ng s

essi

ons

to th

e le

arne

rs.

Tra

inin

g S

kills

Fac

ilita

tor’

s G

uid

e:

Inst

ruct

ions

for

Ass

igni

ng

Dem

onst

ratio

n, C

oach

ing

Ses

sion

s an

d P

rese

ntat

ions

60 m

inut

es

Ob

ject

ive:

Pre

pare

for

skill

s de

mon

stra

tion

Gro

up fi

nish

es u

p pr

epar

atio

n fo

r sk

ills

dem

onst

ratio

n.

60 m

inut

es

Ob

ject

ive:

Dem

onst

rate

effe

ctiv

e de

mon

stra

tion

and

coac

hing

ski

lls

Dem

onst

ratio

n an

d C

oach

ing

Ski

lls:

Bre

ak in

to g

roup

s of

five

lear

ners

eac

h.

Eac

h le

arne

r w

ill p

erfo

rm h

er/h

is a

ctiv

ity w

ithin

the

smal

l gr

oup.

The

max

imum

tim

e fo

r ea

ch “

perf

orm

ance

” is

15

min

utes

.

A

llow

tim

e fo

r pe

er-t

o-pe

er a

nd fa

cilit

ator

feed

back

afte

r ea

ch p

erfo

rman

ce.

Tra

inin

g S

kills

Lea

rner

’s G

uid

e:

Inst

ruct

ions

for

Pre

sent

atio

n an

d D

emon

stra

tion;

Dem

onst

ratio

n an

d C

oach

ing

Ski

lls C

heck

lists

Slip

s of

scr

ap p

aper

Day

2, P

M

90 m

inut

es

Ob

ject

ive:

Fin

ish

dem

on

stra

tio

n a

nd

co

ach

ing

ski

lls p

ract

ice

30 m

inut

es

Ob

ject

ive:

Sum

mar

ize

findi

ngs

Brin

g th

e la

rge

grou

p to

geth

er a

gain

. A r

epre

sent

ativ

e fr

om

each

gro

up s

houl

d sp

end

a fe

w m

inut

es s

harin

g so

me

of th

e co

mm

on th

ings

don

e w

ell a

nd c

omm

on s

ugge

stio

ns fo

r im

prov

emen

t. F

acili

tate

the

disc

ussi

on.

17 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 3

DA

YS

, 6 S

ES

SIO

NS

(C

ON

T.)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

60 m

inut

es

Ob

ject

ive:

Dem

onst

rate

effe

ctiv

e us

e of

clin

ical

sim

ulat

ion

to h

elp

lear

ners

de

velo

p cl

inic

al d

ecis

ion-

mak

ing

skill

s

Div

ide

the

grou

p in

to s

ever

al s

mal

l gro

ups

to p

ract

ice

usin

g cl

inic

al s

imul

atio

ns. E

ach

grou

p sh

ould

hav

e on

e le

arne

r ac

ting

as a

“fa

cilit

ator

,” a

noth

er a

s a

“pro

vide

r”

and

anot

her

as th

e “p

atie

nt.”

Any

oth

ers

in th

e gr

oup

shou

ld o

bser

ve.

The

gro

ups

shou

ld s

pend

60

min

utes

pra

ctic

ing

use

of

the

clin

ical

sim

ulat

ions

, alte

rnat

ing

role

s. T

his

shou

ld

allo

w s

uffic

ient

tim

e fo

r ev

eryo

ne to

hav

e th

e op

port

unity

to a

ct a

s th

e “f

acili

tato

r.”

Use

the

inst

ruct

ions

pro

vide

d in

the

“Con

duct

ing

Clin

ical

S

imul

atio

ns”

sect

ion

for

furt

her

guid

ance

on

faci

litat

ing

smal

l gro

up p

ract

ice

usin

g cl

inic

al s

imul

atio

ns.

Clin

ical

sim

ulat

ions

from

the

clin

ical

LR

P, i

f ava

ilabl

e

Tra

inin

g S

kills

Fac

ilita

tor’

s G

uid

e:

Con

duct

ing

Clin

ical

Sim

ulat

ions

(an

d sa

mpl

e cl

inic

al s

imul

atio

ns)

Rel

ated

ana

tom

ic m

odel

s an

d in

fect

ion

prev

entio

n eq

uipm

ent,

if av

aila

ble

30 m

inut

es

Ob

ject

ive:

Iden

tify

stra

tegi

es fo

r de

velo

ping

clin

ical

dec

isio

n-m

akin

g sk

ills

in le

arne

rs

In p

lena

ry, d

iscu

ss th

e de

mon

stra

tions

in th

e pr

evio

us

activ

ity a

nd s

trat

egie

s fo

r de

velo

ping

clin

ical

dec

isio

n-m

akin

g sk

ills.

Iden

tify

thin

gs d

one

wel

l in

tran

sfer

ring

clin

ical

de

cisi

on-m

akin

g sk

ills

to s

kills

cou

rse

part

icip

ants

and

su

gges

tions

for

impr

ovem

ent.

Day

3, A

M

30 m

inut

es

Ob

ject

ive:

Iden

tify

stra

tegi

es fo

r de

velo

ping

clin

ical

dec

isio

n-m

akin

g sk

ills

in le

arne

rs

In p

lena

ry, d

iscu

ss th

e de

mon

stra

tions

in th

e pr

evio

us

activ

ity a

nd s

trat

egie

s fo

r de

velo

ping

clin

ical

dec

isio

n-m

akin

g sk

ills.

Iden

tify

thin

gs d

one

wel

l in

tran

sfer

ring

clin

ical

de

cisi

on-m

akin

g sk

ills

to c

ours

e pa

rtic

ipan

ts a

nd

sugg

estio

ns fo

r im

prov

emen

t.

20 m

inut

es

Ob

ject

ive:

Rev

iew

of a

sses

smen

t co

ncep

ts

Use

Ass

essm

ent P

rinci

ples

and

Sm

all G

roup

Fac

ilita

tion

revi

ew to

rei

nfor

ce k

ey p

rinci

ples

. T

rain

ing

Ski

lls F

acili

tato

r’s

Gu

ide

Ass

essm

ent P

rinci

ples

Rev

iew

, Sm

all

Gro

up F

acili

tatio

n R

evie

w

45 m

inut

es

Ob

ject

ive:

Pra

ctic

e w

ritin

g qu

estio

ns

for

use

in fo

rmat

ive

asse

ssm

ent

Gro

up

act

ivit

y:

Eac

h le

arne

r sh

ould

sel

ect o

ne p

rese

ntat

ion

or s

mal

l gr

oup

activ

ity fr

om th

e re

late

d cl

inic

al tr

aini

ng a

ctiv

ity.

Eac

h le

arne

r sh

ould

writ

e th

ree

to fi

ve q

uest

ions

to

asse

ss a

ski

lls c

ours

e pa

rtic

ipan

t’s a

bilit

y to

ana

lyze

and

ap

ply

info

rmat

ion,

eith

er d

urin

g or

at t

he e

nd o

f the

se

ssio

n.

18 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 3

DA

YS

, 6 S

ES

SIO

NS

(C

ON

T.)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

60 m

inut

es

Ob

ject

ive:

Rev

iew

key

tool

s to

use

in

rela

tion

to tr

aini

ng

Rev

iew

of

key

too

ls:

A

ssig

n ea

ch g

roup

a to

ol fr

om th

e R

esou

rces

sec

tion

of

Mod

CA

L. E

ach

grou

p ha

s 20

min

utes

to w

ork

and

5 m

inut

es

to r

epor

t out

. E

ach

grou

p sh

ould

dis

cuss

and

sha

re p

ract

ical

way

s th

ey

coul

d us

e th

at p

lann

ing

tool

whe

n pl

anni

ng fo

r co

nduc

ting

a sk

ills

cour

se.

Gro

up 1

: Wor

ksho

p P

repa

ratio

n C

heck

list

Gro

up 2

: Sam

ple

Clin

ical

Fee

dbac

k F

orm

s G

roup

3: S

ampl

e S

essi

on P

lan

For

ms

Gro

up 4

: Tra

inin

g P

erfo

rman

ce S

tand

ards

D

iscu

ss th

e im

port

ance

of p

lann

ing

and

prep

arat

ion;

hi

ghlig

ht th

e in

form

atio

n in

the

man

ual a

bout

Cou

rse

and

Ses

sion

leve

l pla

nnin

g fo

r a

skill

s co

urse

.

Tra

inin

g S

kills

Lea

rner

’s G

uid

e:

Tra

inin

g P

erfo

rman

ce S

tand

ards

Res

ourc

es s

ectio

n of

Mod

CA

L

Clin

ical

LR

P; c

linic

al p

erfo

rman

ce

stan

dard

s, if

ava

ilabl

e

60 m

inut

es

Ob

ject

ive:

Rev

iew

qua

lifyi

ng n

ew

serv

ice

prov

ider

s

R

evie

w th

e gu

idan

ce fo

r qu

alify

ing

serv

ice

prov

ider

s in

ne

w s

kills

in th

e sy

llabu

s fo

r th

e re

late

d cl

inic

al a

rea

lear

ning

res

ourc

e pa

ckag

e.

Dis

cuss

how

to m

ake

the

deci

sion

abo

ut q

ualif

icat

ion

or

not,

and

shar

e id

eas

for

wha

t to

do if

the

part

icip

ant i

s n

ot

com

pete

nt a

t the

end

of t

rain

ing.

Clin

ical

LR

P

Day

3, P

M

60 m

in

Ob

ject

ive:

Rev

iew

ove

rvie

w o

f a c

linic

al

skill

s co

urse

(m

anu

al C

hap

ter

5)

Dis

cuss

the

purp

ose

of le

arni

ng th

e pr

inci

ples

of t

rain

ing

and

faci

litat

ion

skill

s in

ord

er to

faci

litat

e sk

ills

cour

ses.

C

hapt

er 5

pro

vide

s a

“who

le”

over

view

of w

hat o

ccur

s in

a

typi

cal s

kills

cou

rse;

mor

e de

tail

on w

hat t

o do

in th

e co

urse

and

how

to p

lan

for

the

cour

se w

ill b

e ad

dres

sed

late

r.

Ref

er th

e gr

oup

to C

hapt

er 5

. Ass

ign

smal

l gro

ups

to

revi

ew a

nd p

rese

nt o

n th

ese

topi

cs (

ever

y tim

e th

ey

pres

ent,

it’s

a ch

ance

to p

ract

ice

and

get f

eedb

ack

on

thei

r fa

cilit

atio

n sk

ills!

)

SG

A: E

ach

grou

p sh

ould

des

crib

e 3

to 5

key

trai

ner

task

s in

eac

h ar

ea

19 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 3

DA

YS

, 6 S

ES

SIO

NS

(C

ON

T.)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

– F

acili

tatin

g in

the

clas

sroo

m

– P

repa

ring

for

clin

ical

pra

ctic

e –

Fac

ilita

ting

in th

e cl

inic

–

Ass

essi

ng th

eir

part

icip

ants

H

ighl

ight

and

rei

nfor

ce k

ey tr

aine

r ta

sks

durin

g th

e la

rge

grou

p di

scus

sion

: –

Cla

ssro

om: p

rese

nt, d

emon

stra

te, p

rovi

de

feed

back

, use

form

ativ

e as

sess

men

t to

help

le

arne

r’s p

rogr

ess

– P

repa

re fo

r cl

inic

: ens

ure

staf

f are

rea

dy if

they

su

perv

ise

part

icip

ants

, vis

it th

e cl

inic

, ens

ure

adeq

uate

clie

nt v

olum

e –

Clin

ic: d

emon

stra

te, p

rovi

de fe

edba

ck, e

nsur

e cl

ient

’s r

ight

s an

d sa

fety

, use

form

ativ

e as

sess

men

t to

hel

p le

arne

r’s p

rogr

ess

– K

ey a

sses

smen

t mom

ents

: beg

inni

ng, d

urin

g (e

nd

of d

ay, e

tc.)

, bef

ore

clin

ical

pra

ctic

e w

ith c

lient

s.

Use

bot

h to

pro

vide

feed

back

and

hel

p le

arn

and

also

to d

ecid

e w

hen

(and

wha

t) th

ey c

an d

o in

depe

nden

tly w

ith c

lient

s –

Gen

eral

task

s: T

rain

ers…

−

Nev

er e

mba

rras

s −

Han

dle

situ

atio

ns e

arly

−

Alw

ays

use

tact

and

dip

lom

acy

− M

anag

e pe

rson

al fe

elin

gs

− C

ontin

ually

ass

ess

lear

ners

’ pro

gres

s an

d m

aste

ry o

f com

pete

ncie

s −

Pla

n an

d pr

epar

e! (

mor

e on

that

late

r)

30 m

inut

es

Ob

ject

ive:

Rev

iew

pla

n fo

r tr

aine

r de

velo

pmen

t T

alk

abou

t co-

trai

ning

as

the

key

com

pone

nt o

f the

trai

ning

sk

ills

cour

se, r

equi

red

for

final

qua

lific

atio

n as

a Q

ualif

ied

Tra

iner

(10

min

) R

evie

w th

e “T

he C

o-T

rain

ing

Exp

erie

nce”

in th

e T

rain

ing

Ski

lls L

earn

er’s

Gui

de. D

iscu

ss th

e pl

an fo

r co

-tra

inin

g fo

r th

e co

urse

par

ticip

ants

. Key

poi

nts

to a

ddre

ss:

Sch

edul

ing—

who

is s

ched

uled

for

whe

n?

Tra

inin

g S

kills

Lea

rner

’s G

uid

e

20 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 3

DA

YS

, 6 S

ES

SIO

NS

(C

ON

T.)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

Mai

n po

int o

f con

tact

for

plan

ning

Whe

n w

ill p

repa

ratio

n tim

e be

sch

edul

ed w

ith th

e m

aste

r tr

aine

r w

ho w

ill s

uper

vise

the

expe

rienc

e?

Who

is r

espo

nsib

le fo

r co

ordi

natin

g an

d ar

rang

ing

for

clin

ical

pra

ctic

e sc

hedu

ling

for

the

skill

s co

urse

?

15 m

inut

es

Act

ivit

y: C

ours

e su

mm

ary

Rev

iew

the

mai

n po

ints

.

Pre

pare

list

of i

tem

s th

at r

equi

re c

ompl

etio

n an

d as

sign

in

divi

dual

s.

15 m

inut

es

Act

ivit

y: C

ours

e ev

alua

tion

Lear

ners

com

plet

e th

e co

urse

eva

luat

ion

form

s.

Tra

inin

g S

kills

Lea

rner

’s G

uid

e:

Cou

rse

Eva

luat

ion

30 m

inut

es

Act

ivit

y: C

losi

ng c

erem

ony

21 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 5

DA

YS

, 10

SE

SS

ION

S

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

Day

1, A

M (I

NC

LU

DE

S 2

0 M

INU

TE

S T

O A

LL

OW

FO

R A

BR

EA

K)

10 m

inut

es

Act

ivit

y: W

elco

me

Wel

com

e by

rep

rese

ntat

ives

of t

he o

rgan

izat

ion(

s)

spon

sorin

g th

e tr

aini

ng c

ours

e.

Co

urs

e eq

uip

men

t: B

oxlig

ht, f

lip c

hart

an

d m

arke

rs, r

equi

red

lear

ning

res

ourc

e pa

ckag

es (

clin

ical

con

tent

), o

ther

trai

ning

m

ater

ials

20

min

utes

A

ctiv

ity:

Intr

oduc

tions

Le

arne

rs d

ivid

e in

to p

airs

, int

ervi

ew a

nd th

en in

trod

uce

each

ot

her,

sha

ring

thei

r pa

rtne

r’s n

ame,

pos

ition

and

any

trai

ning

ex

perie

nce.

20 m

inut

es

Act

ivit

y: P

rovi

de a

n ov

ervi

ew o

f the

co

urse

(go

als,

obj

ectiv

es a

nd

sche

dule

)

Dis

trib

ute,

rev

iew

and

dis

cuss

mat

eria

ls u

sed

in th

is

cour

se.

Rev

iew

the

cour

se s

ylla

bus

and

sche

dule

. (R

efer

le

arne

rs to

the

Tra

inin

g S

kills

Lea

rner

’s G

uide

.)

Tra

inin

g S

kills

Man

ual

: Tab

le o

f C

onte

nts

Tra

inin

g S

kills

Lea

rner

’s G

uid

e/

Syl

labu

s an

d S

ched

ule

10 m

inut

es

Act

ivit

y: R

evie

w c

ours

e m

ater

ials

R

evie

w a

nd d

iscu

ss m

ater

ials

use

d in

this

cou

rse.

Brie

fly r

evie

w th

e T

rain

ing

Ski

lls M

anua

l (ta

ble

of

cont

ents

) an

d in

stru

ct th

e le

arne

rs th

at th

ey c

an u

se it

as

a r

efer

ence

whe

n ne

eded

.

Ref

er th

e gr

oup

brie

fly to

the

asse

ssm

ent t

ools

—in

divi

dual

lear

ning

pla

n, tr

aini

ng p

erfo

rman

ce s

tand

ards

an

d cl

inic

al tr

aini

ng s

kills

por

tfolio

—an

d ex

plai

n th

at

addi

tiona

l tim

e w

ill b

e sp

ent o

n le

arni

ng h

ow to

use

th

ese

mat

eria

ls a

t the

end

of t

he c

ours

e.

Tra

inin

g S

kills

Man

ual

T

rain

ing

Ski

lls L

earn

er’s

Gu

ide/

A

sses

smen

t Too

ls

10 m

inut

es

Act

ivit

y: C

larif

y gr

oup

norm

s

A

gree

on

grou

p no

rms—

obta

in p

erm

issi

on fo

r fe

edba

ck

on p

ract

ice

sess

ions

to b

e sh

ared

in th

e la

rger

gro

up.

Atta

ch th

e fli

p ch

art p

age

to th

e w

all f

or r

efer

ence

th

roug

hout

the

cour

se.

Gro

up N

orm

s fli

p ch

art

22 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 5

DA

YS

, 10

SE

SS

ION

S (

CO

NT.

)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

45 m

inut

es

Act

ivit

y: Id

entif

y in

divi

dual

lear

ning

go

als

Ask

lear

ners

to fi

ll ou

t the

indi

vidu

al le

arni

ng p

lan

if th

ey

have

not

alre

ady

done

so.

Dis

trib

ute

post

-it n

otes

and

ask

lear

ners

to s

pend

a fe

w

min

utes

and

put

a p

ost-

it w

ith th

eir

nam

e on

it o

n th

eir

top

thre

e le

arni

ng p

riorit

ies

for

this

cou

rse

AN

D a

ny

men

torin

g ex

perie

nces

.

Afte

r th

ey d

o th

is, h

ighl

ight

the

topi

cs in

the

lear

ning

pla

n w

ith th

e m

ost p

ost-

its a

nd id

entif

y ho

w y

ou w

ill p

rovi

de

addi

tiona

l tim

e to

add

ress

thos

e to

pics

.

Hav

e so

meo

ne d

ocum

ent t

he to

p th

ree

topi

cs th

at h

ave

the

mos

t pos

t-its

and

not

e th

em o

n a

flip

char

t.

Rev

iew

the

indi

vidu

al le

arni

ng p

lans

bef

ore

the

next

day

or

ove

r lu

nch

in o

rder

to id

entif

y w

here

to fo

cus

prac

tice

activ

ities

.

Tra

inin

g S

kills

Lea

rner

’s G

uid

e/

Indi

vidu

aliz

ed L

earn

ing

Pla

n

F

lip c

hart

with

the

mai

n co

mpo

nent

s of

the

lear

ning

pla

n in

a ta

ble

form

at

(pre

pare

d be

fore

hand

)

Pos

t-it

note

s

15 m

inut

es

Clin

ical

Lea

rnin

g P

acka

ge

Rev

iew

D

raw

the

com

pone

nts

of a

sta

ndar

d tr

aini

ng p

acka

ge o

n th

e fli

p ch

art.

Rev

iew

the

clin

ical

LR

P th

at w

ill b

e us

ed, s

pend

ing

the

mos

t tim

e on

the

Tra

iner

’s N

oteb

ook/

Fac

ilita

tor’s

Gui

de.

Exp

lain

they

will

be

usin

g th

is L

RP

to p

ract

ice

effe

ctiv

e fa

cilit

atio

n an

d de

mon

stra

tion

skill

s.

Rel

ated

clin

ical

LR

P (

e.g.

, on

prov

idin

g IU

D s

ervi

ces,

act

ive

man

agem

ent o

f th

ird s

tage

of l

abor

)

30 m

inut

es

Intr

od

uct

ion

to

Tra

inin

g S

kills

C

ou

rse

Rev

iew

the

Intr

oduc

tion

in th

e m

anua

l, pr

ovid

ing

an

over

view

of t

he ty

pica

l pro

cess

use

d in

a tr

aini

ng c

ours

e,

as d

escr

ibed

in C

hapt

er 5

.

60 m

inut

es

Ch

apte

r 1:

Tra

inin

g S

kills

F

ou

nd

atio

ns

and

Pri

nci

ple

s

R

evie

w C

hapt

er 1

Pow

erP

oint

(15

min

).

SG

A: P

rese

nt s

umm

ary

of 3

mai

n tr

aini

ng p

rinci

ples

and

pr

ovid

e pr

actic

al e

xam

ple

of e

ach

one

(30

min

).

Dis

cuss

ion

(15

min

)

Prin

cipl

es o

f Tra

inin

g P

ower

Poi

nt

No

te:

Po

wer

Po

int

pre

sen

tati

on

s ar

e in

th

e R

eso

urc

es f

old

er o

f th

e M

od

CA

L fl

ash

dri

ve.

23 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 5

DA

YS

, 10

SE

SS

ION

S (

CO

NT.

)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

DA

Y 1

, PM

(IN

CL

UD

ES

20

MIN

UT

ES

TO

AL

LO

W F

OR

A B

RE

AK

)

75 m

inut

es

Ch

apte

r 2:

Fac

ilita

tio

n o

f T

rain

ing

C

reat

e a

posi

tive

lear

ning

clim

ate

disc

ussi

on (

15 m

in).

S

how

lear

ners

whe

re to

acc

ess

the

war

m-u

ps a

nd

ener

gize

rs in

the

Res

ourc

es s

ectio

n of

Mod

CA

L.

Ref

er g

roup

to th

e “G

roup

Pro

cess

” ta

ble

in C

hapt

er T

wo

and

revi

ew a

nd d

iscu

ss s

ome

of th

e pr

actic

al ti

ps to

im

prov

e th

e gr

oup

proc

ess

(10

min

).

Bas

ic fa

cilit

atio

n m

ini-d

emon

stra

tions

. Hav

e so

me

lear

ners

ran

dom

ly s

elec

t slip

s of

pap

er w

ith e

ach

basi

c sk

ill w

ritte

n do

wn.

Lea

rner

s dr

aw o

ne, d

emon

stra

te it

and

th

e gr

oup

disc

usse

s. R

einf

orce

the

impo

rtan

ce o

f pl

anni

ng, a

nd tr

ansi

tioni

ng b

etw

een

topi

cs (

dem

onst

rate

th

is)

and

timel

ines

s (3

0 m

in).

Rev

iew

Pow

erP

oint

pre

sent

atio

n.

Rev

iew

Fac

ilita

tion

Ski

lls c

heck

list,

and

disc

uss

how

th

ese

skill

s ap

ply

no m

atte

r w

hat t

ype

of a

ctiv

ity y

ou a

re

faci

litat

ing.

Res

ou

rces

sec

tio

n o

f M

od

CA

L:

War

m-u

ps a

nd E

nerg

izer

s

S

lips

of p

aper

with

the

follo

win

g w

ritte

n on

eac

h on

e, o

ne o

n ea

ch

one:

–

Com

mun

icat

e in

a w

ay th

at is

ea

sy to

und

erst

and

– P

roje

ct y

our

voic

e –

Dis

play

ent

husi

asm

–

Mov

e ar

ound

the

room

and

m

aint

ain

eye

cont

act

– P

rovi

de p

ositi

ve fe

edba

ck

– U

se le

arne

rs’ n

ames

75 m

inut

es

Ch

apte

r 3:

Co

mp

eten

cy

Dev

elo

pm

ent

Wha

t do

they

thin

k th

eir

role

is in

com

pete

ncy

deve

lopm

ent?

D

evel

opin

g co

mpe

tenc

y di

scus

sion

(15

min

)

S

GA

: Tip

s fo

r:

Dev

elop

ing

know

ledg

e

D

evel

opin

g sk

ills

(no

mat

ter

wha

t typ

e of

ski

ll)

Tea

chin

g ps

ycho

mot

or s

kills

T

each

ing

clin

ical

dec

isio

n-m

akin

g sk

ills

Tea

chin

g co

mm

unic

atio

n sk

ills

Dev

elop

ing

attit

udes

(th

e re

st o

f the

tim

e)

Rei

nfor

ce w

ith k

ey c

onte

nt fr

om th

e m

anua

l, an

d yo

u ca

n al

so u

se th

e pr

esen

tatio

n to

cov

er a

nyth

ing

not y

et

addr

esse

d.

Tra

inin

g S

kills

Fac

ilita

tor’

s G

uid

e

D

evel

opin

g co

mpe

tenc

y di

scus

sion

gu

ide

Dev

elop

ing

Com

pete

ncy

Pow

erP

oint

file

can

be

used

to

rein

forc

e if

you

wis

h

24 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 5

DA

YS

, 10

SE

SS

ION

S (

CO

NT.

)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

10 m

inut

es

Allo

cate

fac

ilita

tio

n a

ssig

nm

ents

R

evie

w k

ey e

ffect

ive

faci

litat

ion

skill

s ch

eckl

ist.

Rev

iew

the

Fac

ilita

tion

Ski

lls P

ract

ice

Inst

ruct

ions

.

Usi

ng th

e re

late

d cl

inic

al L

RP

, pre

pare

slip

s of

pap

er w

ith

lear

ning

obj

ectiv

es fr

om th

e m

ater

ials

. Lea

rner

s w

ill s

elec

t th

em a

t ran

dom

, or

you

can

let t

hem

sel

ect t

he c

onte

nt th

ey

wis

h to

teac

h. T

hose

are

thei

r as

sign

men

ts fo

r th

e ne

xt d

ay.

Eac

h le

arne

r sh

ould

use

the

sess

ion

plan

sam

ple

to p

repa

re a

se

ssio

n pl

an fo

r a

pres

enta

tion

for

the

next

day

. Eac

h se

ssio

n pl

an fo

r th

eir

pres

enta

tion

shou

ld in

clud

e in

tera

ctiv

e m

etho

ds

such

as

use

of c

ase

stud

y, r

ole

play

, bra

inst

orm

ing

or g

roup

di

scus

sion

. T

hey

will

han

d t

he

sess

ion

pla

ns

in f

or

feed

bac

k at

th

e b

egin

nin

g o

f th

e n

ext

day

.

Tra

inin

g S

kills

Fac

ilita

tor’

s G

uid

e/ A

ssig

ning

Pre

sent

atio

ns a

nd

Dem

onst

ratio

ns (

inst

ruct

ions

)

T

rain

ing

Ski

lls L

earn

er’s

Gu

ide

Ses

sion

Pla

n (s

ampl

e)

Rel

ated

clin

ical

LR

P o

r te

chni

cal

supp

lem

ent m

ater

ials

10 m

inut

es

En

d-o

f-th

e-d

ay s

um

mar

y A

t the

end

of e

ach

day,

use

the

daily

eva

luat

ion

form

pro

vide

d or

info

rmal

mea

ns to

ass

ess

wha

t con

cept

s w

ere

wel

l-un

ders

tood

or

whi

ch o

nes

need

add

ition

al ti

me.

Rev

iew

key

po

ints

of t

he d

ay. G

o th

roug

h th

e fo

rms

in th

e ev

enin

g to

id

entif

y is

sues

or

ques

tions

to a

ddre

ss th

e ne

xt m

orni

ng.

Day

2, A

M

10 m

inut

es

Rev

iew

of

the

day

an

d w

arm

-up

R

evie

w th

e ag

enda

for

the

day,

bas

ed o

n pr

evio

us d

ay’s

ev

alua

tion

resu

lts, a

nd c

larif

y or

add

ress

any

rem

aini

ng

issu

es. C

olle

ct s

essi

on

pla

ns

and

pro

vid

e w

ritt

en

feed

bac

k. If

you

hav

e tw

o fa

cilit

ator

s, o

ne c

an p

rovi

de

feed

back

whi

le th

e ot

her

pres

ents

. Oth

erw

ise

you’

ll ne

ed to

re

view

them

ove

r lu

nch.

Ret

urn

them

to th

e le

arne

rs a

fter

lunc

h, b

efor

e th

e pr

actic

e se

ssio

n.

Lear

ners

’ les

son

plan

s

25 m

inut

es

Rev

iew

Ch

apte

rs 1

–3

Use

the

effe

ctiv

e fa

cilit

atio

n ga

me

and

ask

addi

tiona

l qu

estio

ns to

ens

ure

that

con

tent

in C

hapt

ers

1 an

d 3

is

unde

rsto

od.

Tra

inin

g S

kills

Fac

ilita

tor’

s G

uid

e

E

ffect

ive

Fac

ilita

tion

Gam

e

25 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 5

DA

YS

, 10

SE

SS

ION

S (

CO

NT.

)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

75 m

inut

es

Ch

apte

r 4:

Co

mp

eten

cy

Ass

essm

ent

and

Qu

alif

icat

ion

R

evie

w A

sses

sing

Com

pete

ncy

Pow

erP

oint

, allo

win

g 30

m

inut

es fo

r th

e sm

all g

roup

act

ivity

in th

e m

iddl

e. A

fter

the

SG

A, d

iscu

ss h

ow th

e as

sess

men

t too

ls th

ey p

rese

nt o

n ca

n be

use

d in

trai

ning

.

F

orm

ativ

e vs

. sum

mat

ive

asse

ssm

ent

Pra

ctic

al ti

ps fo

r us

ing

OS

CE

for

in-s

ervi

ce tr

aini

ng

Crit

ical

mom

ents

for

sum

mat

ive

asse

ssm

ent i

n a

trai

ning

sk

ills

cour

se

Use

Pow

erP

oint

s to

cov

er a

nyth

ing

not a

ddre

ssed

by

the

grou

ps.

Rem

ind

the

grou

p th

ey’ll

dis

cuss

how

they

will

ass

ess

thei

r pa

rtic

ipan

ts a

nd d

eter

min

e qu

alifi

catio

n ag

ain

late

r in

th

e co

urse

.

Ass

essi

ng C

ompe

tenc

y P

ower

Poi

nt

45 m

inut

es

Ch

apte

r 5:

Co

nd

uct

ing

a C

linic

al

Ski

lls C

ou

rse—

An

Ove

rvie

w

Dis

cuss

the

purp

ose

of le

arni

ng p

rinci

ples

of t

rain

ing

and

faci

litat

ion

skill

s in

ord

er to

faci

litat

e sk

ills

cour

ses.

Cha

pter

5

prov

ides

a “

who

le”

view

of w

hat o

ccur

s in

a ty

pica

l ski

lls

cour

se; d

etai

ls o

n w

hat t

hey

do d

urin

g th

e co

urse

and

how

to

pla

n fo

r th

e co

urse

will

be

addr

esse

d la

ter.

R

efer

the

grou

p to

Cha

pter

5. A

ssig

n sm

all g

roup

s to

re

view

and

pre

sent

on

thes

e to

pics

; eve

ry ti

me

they

pr

esen

t, it’

s a

chan

ce to

pra

ctic

e an

d ge

t fee

dbac

k on

th

eir

faci

litat

ion

skill

s!

SG

A: E

ach

grou

p sh

ould

des

crib

e 3–

5 ke

y tr

aine

r ta

sks

in

each

are

a:

– F

acili

tatin

g in

the

clas

sroo

m

– P

repa

ring

for

clin

ical

pra

ctic

e –

Fac

ilita

ting

in th

e cl

inic

–

Ass

essi

ng th

eir

part

icip

ants

H

ighl

ight

and

rei

nfor

ce k

ey tr

aine

r ta

sks

durin

g th

e la

rge

grou

p di

scus

sion

:

C

lass

room

: Pre

sent

, dem

onst

rate

, pro

vide

feed

back

, use

fo

rmat

ive

asse

ssm

ent t

o he

lp le

arne

rs p

rogr

ess.

P

repa

re fo

r cl

inic

: Vis

it th

e cl

inic

; ens

ure

that

sta

ff ar

e re

ady

if th

ey w

ill b

e su

perv

isin

g pa

rtic

ipan

ts; c

onfir

m

adeq

uate

clie

nt v

olum

e.

26 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 5

DA

YS

, 10

SE

SS

ION

S (

CO

NT.

)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

Clin

ic: D

emon

stra

te, p

rovi

de fe

edba

ck, e

nsur

e cl

ient

s’

right

s an

d sa

fety

; use

form

ativ

e as

sess

men

t to

help

le

arne

rs p

rogr

ess.

K

ey a

sses

smen

t mom

ents

: Beg

inni

ng, d

urin

g (e

nd o

f day

, et

c.),

bef

ore

clin

ical

pra

ctic

e w

ith c

lient

s. U

se a

ll op

port

uniti

es to

pro

vide

feed

back

and

hel

p le

arne

rs le

arn

and

also

hel

p th

em to

dec

ide

whe

n (a

nd w

hat)

they

can

do

inde

pend

ently

with

clie

nts.

G

ener

al ta

sks:

Tra

iner

s:

Nev

er e

mba

rras

s

H

andl

e si

tuat

ions

ear

ly

Alw

ays

use

tact

and

dip

lom

acy

Man

age

pers

onal

feel

ings

C

ontin

ually

ass

ess

lear

ners

’ pro

gres

s an

d m

aste

ry o

f co

mpe

tenc

ies

Pla

n an

d pr

epar

e! (

mor

e on

that

late

r)

30 m

inut

es

Ch

apte

r 6:

Fac

ilita

tin

g in

th

e C

lass

roo

m

Rev

iew

Pow

erP

oint

. For

eac

h ty

pe o

f act

ivity

, ref

er to

a

sam

ple

in th

e re

late

d cl

inic

al L

RP

they

will

be

usin

g to

trai

n.

Rei

nfor

ce th

e ke

y fa

cilit

atio

n sk

ills,

no

mat

ter

wha

t act

ivity

th

ey a

re fa

cilit

atin

g (c

an r

efer

bac

k to

the

chec

klis

t).

Fac

ilita

ting

in th

e C

lass

room

P

ower

Poi

nt

Clin

ical

LR

P

30 m

inut

es

Ch

apte

r 6:

Fac

ilita

tin

g in

th

e C

lass

roo

m

Gro

ups

prep

are

for

thei

r pr

esen

tatio

ns b

ased

on

sess

ion

plan

s w

ith fe

edba

ck a

nd u

sing

exi

stin

g to

ols

from

rel

ated

cl

inic

al L

RP

.

Clin

ical

LR

P

DA

Y 2

, PM

120

min

utes

C

hap

ter

6: F

acili

tati

ng

in t

he

Cla

ssro

om

O

bje

ctiv

e: D

emon

stra

te e

ffect

ive

faci

litat

ion

skill

s

Div

ide

the

grou

p in

to tw

o or

thre

e sm

all g

roup

s, d

epen

ding

on

the

size

. Eac

h gr

oup

shou

ldn’

t be

larg

er th

an a

roun

d 8

indi

vidu

als.

Eac

h gr

oup

shou

ld h

ave

a fa

cilit

ator

; if n

ot, t

he

faci

litat

or s

houl

d ro

tate

am

ong

the

grou

ps.

Eac

h le

arne

r w

ill h

ave

10 m

inut

es to

pre

sent

info

rmat

ion

and

incl

ude

the

use

of q

uest

ions

, dis

cuss

ion,

cas

e st

udy

or b

rain

stor

min

g, a

s w

ell a

s us

e au

diov

isua

l aid

s ap

prop

riate

ly.

Fac

ilita

te p

eer-

to-p

eer

and

trai

ner

feed

back

afte

r ea

ch

pres

enta

tion.

Tw

o tr

aini

ng r

oom

s, tw

o pr

ojec

tion

units

, tw

o po

wer

sup

plie

s, e

tc.

Tra

inin

g S

kills

Lea

rner

’s G

uid

e

F

acili

tatio

n S

kills

Che

cklis

t

In

stru

ctio

ns fo

r P

rese

ntat

ions

, D

emon

stra

tions

and

Fee

dbac

k

27 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 5

DA

YS

, 10

SE

SS

ION

S (

CO

NT.

)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

Eac

h le

arne

r w

ill d

emon

stra

te e

ffect

ive

faci

litat

ion

skill

s fo

r th

eir

smal

l gro

up—

with

one

faci

litat

or a

ssig

ned

to e

ach

grou

p.

Use

the

chec

klis

ts a

nd in

stru

ctio

ns fo

r fe

edba

ck to

gui

de

feed

back

pro

visi

on.

20 m

inut

es

Ob

ject

ive:

Sum

mar

ize

findi

ngs

Brin

g th

e la

rge

grou

p to

geth

er a

gain

. A r

epre

sent

ativ

e fr

om

each

gro

up s

houl

d sp

end

a fe

w m

inut

es s

harin

g so

me

of th

e co

mm

on th

ings

don

e w

ell a

nd c

omm

on s

ugge

stio

ns fo

r im

prov

emen

t. F

acili

tate

the

disc

ussi

on.

10 m

inut

es

Ob

ject

ive:

Ass

ign

dem

onst

ratio

n or

co

achi

ng s

essi

ons

Ass

ign

dem

onst

ratio

n an

d co

achi

ng s

essi

ons

to th

e le

arne

rs

usin

g sk

ills

from

the

tech

nica

l sup

plem

ent o

r re

late

d cl

inic

al

area

. Ref

er th

e le

arne

rs to

the

dem

onst

ratio

n an

d co

achi

ng

skill

s ch

eckl

ist f

or re

fere

nce

to u

se w

hen

prep

arin

g. R

emin

d

lear

ner

s th

ey d

o n

ot h

ave

to d

emo

nst

rate

the

com

ple

te s

kill

(the

re m

ay n

ot b

e tim

e), b

ut s

hou

ld b

e ab

le to

dem

ons

trat

e an

eff

ectiv

e in

trod

uctio

n, d

emo

nstr

atio

n or

co

ach

ing

and

su

mm

ary—

usin

g ef

fect

ive

faci

litat

ion

skill

s. F

or c

oach

ing,

th

ey s

houl

d ar

rang

e w

ith a

noth

er le

arne

r to

act

as

the

“stu

dent

” an

d ha

ve th

e “s

tude

nt”

do s

ome

thin

gs w

ell a

nd s

ome

thin

gs

inco

rrec

tly s

o th

ey c

an d

emon

stra

te b

oth

posi

tive

feed

back

and

su

gges

tions

for i

mpr

ovem

ent.

Tra

inin

g S

kills

Fac

ilita

tor’

s G

uid

e/ A

ssig

ning

Pre

sent

atio

ns a

nd

Dem

onst

ratio

ns (

inst

ruct

ions

)

P

repa

red

dem

onst

ratio

n an

d co

achi

ng a

ssig

nmen

ts, s

plit

equa

lly

betw

een

coac

hing

and

de

mon

stra

tion

R

elat

ed c

linic

al o

r te

chni

cal

supp

lem

ent m

ater

ials

10 m

inut

es

En

d-o

f-th

e-d

ay s

um

mar

y A

t the

end

of e

ach

day,

use

the

daily

eva

luat

ion

form

pro

vide

d or

info

rmal

mea

ns to

ass

ess

wha

t con

cept

s w

ere

wel

l-un

ders

tood

or

whi

ch o

nes

need

add

ition

al ti

me.

Rev

iew

key

po

ints

of t

he d

ay. G

o th

roug

h th

e fo

rms

in th

e ev

enin

g to

id

entif

y is

sues

or

ques

tions

to a

ddre

ss th

e ne

xt m

orni

ng.

DA

Y 3

, AM

10 m

inut

es

Rev

iew

of

the

day

an

d w

arm

-up

R

evie

w th

e ag

enda

for

the

day,

bas

ed o

n pr

evio

us d

ay’s

ev

alua

tion

resu

lts, c

larif

y or

add

ress

any

rem

aini

ng is

sues

.

25 m

inut

es

Rev

iew

Ch

apte

rs 4

–6

T

rain

ing

Ski

lls F

acili

tato

r’s

Gu

ide/

A

sses

smen

t Prin

cipl

es R

evie

w, S

mal

l G

roup

Fac

ilita

tion

Rev

iew

28 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 5

DA

YS

, 10

SE

SS

ION

S (

CO

NT.

)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

60 m

inut

es

Ch

apte

r 6:

Fac

ilita

tin

g in

th

e C

lass

roo

m/C

linic

al d

ecis

ion-

mak

ing

Cla

rify

role

of t

rain

er in

teac

hing

clin

ical

dec

isio

n-m

akin

g. R

ole

is n

ot to

teac

h th

e pa

rtic

ipan

t abo

ut th

e pr

oces

s as

muc

h as

to

help

impr

ove

thei

r cl

inic

al d

ecis

ion-

mak

ing

skill

s.

Dem

onst

rate

way

s to

hel

p im

prov

e cl

inic

al d

ecis

ion-

mak

ing

(ask

ing

prob

ing

ques

tions

, dem

onst

ratin

g a

clin

ical

sim

ulat

ion

with

som

eone

“ac

ting”

as

the

lear

ner)

(15

min

).

SG

A:

Fou

r gr

oups

: Eac

h on

e de

mon

stra

tes

a m

eans

to te

ach

the

assi

gn s

tep

of c

linic

al d

ecis

ion-

mak

ing,

with

som

eone

act

ing

as th

e st

uden

t:

Ass

essm

ent

Dia

gnos

is

Inte

rven

tion

Eva

luat

ion

Dis

cuss

ion:

Key

poi

nts:

how

the

sam

e st

eps

appl

y to

pro

blem

so

lvin

g; tr

aine

rs “

dem

onst

rate

” cl

inic

al d

ecis

ion-

mak

ing

skill

s by

exp

lain

ing

deci

sion

s an

d ra

tiona

le b

ehin

d re

al o

r si

mul

ated

in

terv

entio

ns.

If ne

eded

, ref

er to

Dev

elop

ing

C

omp

eten

cy P

ower

Poi

nt a

gai

n (o

r m

anua

l, C

hap

ter

6)

45 m

inut

es

Ch

apte

r 6:

Fac

ilita

tin

g in

th

e C

lass

roo

m/D

emon

stra

tion

and

coac

hing

Tra

iner

dem

onst

rate

s, e

ach

in u

nder

10

min

utes

:

P

sych

omot

or s

kill,

com

mun

icat

ion

or c

linic

al d

ecis

ion-

mak

ing

skill

(de

pend

ing

on p

rimar

y fo

cus

of r

elat

ed s

kills

co

urse

)

C

oach

ing

a “le

arne

r” a

s th

e le

arne

r co

mpl

etes

a

psyc

hom

otor

or

com

mun

icat

ion

skill

F

acili

tatin

g a

clin

ical

sim

ulat

ion

The

feed

back

pro

cess

afte

r a

sess

ion:

How

do

you

thin

k yo

u di

d? W

hat w

ould

you

do

diffe

rent

ly?

Ref

er le

arne

rs to

Cha

pter

6, w

ith

deta

il on

teac

hing

eac

h ty

pe o

f ski

ll

T

rain

ing

Ski

lls L

earn

er’s

Gu

ide

Dem

onst

ratio

n an

d C

oach

ing

Ski

lls

chec

klis

ts; h

ave

lear

ner

follo

w a

long

w

ith th

e re

late

d ch

eckl

ists

29 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 5

DA

YS

, 10

SE

SS

ION

S (

CO

NT.

)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

45 m

inut

es

Ob

ject

ive:

Dem

onst

rate

effe

ctiv

e us

e of

clin

ical

sim

ulat

ion

to h

elp

lear

ners

de

velo

p cl

inic

al d

ecis

ion-

mak

ing

skill

s

Div

ide

the

grou

p in

to s

ever

al s

mal

l gro

ups

to p

ract

ice

usin

g cl

inic

al s

imul

atio

ns. E

ach

grou

p sh

ould

hav

e on

e le

arne

r ac

ting

as a

“fa

cilit

ator

,” a

noth

er a

s a

“pro

vide

r”

and

anot

her

as th

e “p

atie

nt.”

Any

oth

ers

in th

e gr

oup

shou

ld o

bser

ve.

The

gro

ups

shou

ld s

pend

45

min

utes

pra

ctic

ing

use

of th

e cl

inic

al s

imul

atio

ns, a

ltern

atin

g ro

les.

Thi

s sh

ould

allo

w

suffi

cien

t tim

e fo

r ev

eryo

ne to

hav

e th

e op

port

unity

to a

ct

as th

e “f

acili

tato

r.”

Use

the

inst

ruct

ions

pro

vide

d in

the

“Con

duct

ing

Clin

ical

S

imul

atio

ns”

sect

ion

for

furt

her

guid

ance

on

faci

litat

ing

smal

l gro

up p

ract

ice

usin

g cl

inic

al s

imul

atio

ns.

Clin

ical

sim

ulat

ions

from

the

clin

ical

LR

P, i

f ava

ilabl

e

Tra

inin

g S

kills

Fac

ilita

tor’

s G

uid

e/C

ondu

ctin

g C

linic

al

Sim

ulat

ions

(an

d sa

mpl

e cl

inic

al

sim

ulat

ions

)

R

elat

ed a

nato

mic

mod

els

and

infe

ctio

n pr

even

tion

equi

pmen

t, if

avai

labl

e

30 m

inut

es

Ob

ject

ive:

Pre

pare

for

dem

onst

ratio

n an

d co

achi

ng p

ract

ice

Eac

h gr

oup

shou

ld h

ave

som

e tim

e to

pra

ctic

e an

d pr

epar

e.

The

faci

litat

or s

houl

d ci

rcul

ate

and

revi

ew th

e tr

aine

r’s n

otes

. T

rain

ing

Ski

lls L

earn

er’s

G

uid

e/D

emon

stra

tion

and

Coa

chin

g S

kills

che

cklis

ts; h

ave

lear

ner

follo

w

alon

g w

ith th

e re

late

d ch

eckl

ists

DA

Y 3

, PM

2.5

hour

s O

bje

ctiv

e: D

emon

stra

te e

ffect

ive

dem

onst

ratio

n an

d co

achi

ng s

kills

R

emin

d le

arne

rs th

e pu

rpos

e of

this

act

ivity

is to

dem

onst

rate

th

eir

dem

on

stra

tio

n a

nd

co

ach

ing

ski

lls, n

ot th

eir

tech

nica

l sk

ills.

D

emon

stra

tion

and

coac

hing

ski

lls:

Bre

ak in

to g

roup

s of

5–7

par

ticip

ants

eac

h.

Eac

h pa

rtic

ipan

t will

per

form

his

/her

act

ivity

with

in th

e sm

all g

roup

.

M

axim

um ti

me

for

each

per

form

ance

is 1

0 m

inut

es.

Fac

ilita

te p

eer-

to-p

eer

and

trai

ner

feed

back

afte

r ea

ch

perf

orm

ance

.

Tra

inin

g S

kills

Lea

rner

’s G

uid

e/

Inst

ruct

ions

for

Pre

sent

atio

n an

d D

emon

stra

tion

Han

dout

Dem

onst

ratio

n an

d C

oach

ing

Ski

lls

chec

klis

ts

Als

o:

– S

lips

of s

crap

pap

er

– R

elat

ed a

nato

mic

mod

els

and

IP e

quip

men

t as

need

ed

– R

elat

ed c

linic

al s

kills

che

cklis

ts

20 m

inut

es

En

d-o

f-th

e-d

ay s

um

mar

y R

evie

w k

ey p

oint

s of

the

day.

A r

epre

sent

ativ

e fr

om e

ach

grou

p sh

ould

spe

nd a

few

min

utes

sha

ring

som

e of

the

com

mon

thin

gs d

one

wel

l and

com

mon

sug

gest

ions

for

impr

ovem

ent.

Key

poi

nts

to r

einf

orce

incl

ude:

D

evel

opin

g co

mpe

tenc

y tip

s

U

sing

form

ativ

e as

sess

men

t dur

ing

skill

dev

elop

men

t

M

aint

aini

ng a

saf

e cl

inic

al p

ract

ice

30 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 5

DA

YS

, 10

SE

SS

ION

S (

CO

NT.

)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

DA

Y 4

, AM

10 m

inut

es

Rev

iew

of

the

day

an

d w

arm

-up

R

evie

w th

e ag

enda

for

the

day;

bas

ed o

n pr

evio

us d

ay’s

ev

alua

tion

resu

lts, c

larif

y or

add

ress

any

rem

aini

ng is

sues

.

30 m

inut

es

Rec

ap/a

sses

s p

rog

ress

R

ecap

act

ivity

: Com

mon

thin

gs d

one

wel

l and

are

as fo

r im

prov

emen

t; re

visi

t ind

ivid

ualiz

ed le

arni

ng p

lans

.

30 m

inut

es

Ob

ject

ive:

Iden

tify

stra

tegi

es fo

r de

velo

ping

clin

ical

dec

isio

n-m

akin

g sk

ills

in le

arne

rs

In p

lena

ry, d

iscu

ss th

e de

mon

stra

tions

in th

e pr

evio

us a

ctiv

ity

and

stra

tegi

es fo

r de

velo

ping

clin

ical

dec

isio

n-m

akin

g sk

ills.

Id

entif

y th

ings

don

e w

ell i

n tr

ansf

errin

g cl

inic

al d

ecis

ion-

mak

ing

skill

s to

ski

lls c

ours

e pa

rtic

ipan

ts a

nd s

ugge

stio

ns fo

r im

prov

emen

t.

90 m

inut

es

Ch

apte

r 7:

Fac

ilita

tin

g in

th

e C

linic

R

evie

w P

ower

Poi

nt a

nd d

o sm

all g

roup

act

ivity

des

crib

ed

with

in it

(al

low

an

hour

for

the

activ

ity a

lone

).

Spe

nd 1

0 m

inut

es r

evie

win

g th

e av

aila

ble

tool

s in

the

clin

ical

sk

ills

LRP

for

faci

litat

ing

in th

e cl

inic

for

the

rela

ted

clin

ical

sk

ills

cour

se.

Fac

ilita

ting

in th

e C

linic

Pow

erP

oint

60 m

inut

es

Ch

apte

r 8:

Pla

nn

ing

fo

r a

Ski

lls

Co

urs

e O

bje

ctiv

e: R

evie

w k

ey to

ols

to u

se in

pl

anni

ng fo

r tr

aini

ng

Rev

iew

of k

ey to

ols:

A

ssig

n ea

ch g

roup

a to

ol fr

om th

e R

esou

rces

sec

tion

of

Mod

CA

L. E

ach

grou

p ha

s 20

min

utes

to w

ork

and

5 m

inut

es to

rep

ort o

ut.

Eac

h gr

oup

shou

ld d

iscu

ss a

nd s

hare

pra

ctic

al w

ays

they

co

uld

use

that

pla

nnin

g to

ol w

hen

plan

ning

for

cond

uctin

g a

skill

s co

urse

. –

Gro

up 1

: Wor

ksho

p P

repa

ratio

n C

heck

list

– G

roup

2: S

ampl

e C

linic

al F

eedb

ack

For

ms

– G

roup

3: S

ampl

e S

essi

on P

lan

For

ms

– G

roup

4: T

rain

ing

Per

form

ance

Sta

ndar

ds

Dis

cuss

the

impo

rtan

ce o

f pla

nnin

g an

d pr

epar

atio

n,

high

light

ing

the

info

rmat

ion

in th

e m

anua

l abo

ut c

ours

e an

d se

ssio

n le

vel p

lann

ing

for

a sk

ills

cour

se.

Tra

inin

g S

kills

Lea

rner

’s G

uid

e:

Tra

inin

g P

erfo

rman

ce S

tand

ards

F

rom

Res

ourc

es o

n M

odC

AL:

W

orks

hop

Pre

para

tion

Che

cklis

t

S

ampl

e C

linic

al F

eedb

ack

For

m

Sam

ple

Ses

sion

or

Less

on P

lan

For

m

Tra

inin

g pe

rfor

man

ce s

tand

ards

, if

avai

labl

e

If

need

ed, r

efer

to M

anag

ing

Tra

inin

g P

ower

Poi

nt a

gain

31 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 5

DA

YS

, 10

SE

SS

ION

S (

CO

NT.

)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

DA

Y 4

, PM

45 m

inut

es

Ch

apte

r 9:

Man

agin

g P

rob

lem

s T

hat

May

Ari

se

Rev

iew

key

con

tent

in C

hapt

er 9

, hig

hlig

htin

g ke

y is

sues

. A

sk le

arne

rs to

do

a qu

ick

and

info

rmal

dem

onst

ratio

n of

ho

w th

ey m

ight

han

dle

thes

e co

mm

on is

sues

:

G

roup

nor

ms

not a

dher

ed to

, peo

ple

arriv

e la

te

cons

iste

ntly

A

lear

ner

is c

onsi

sten

tly u

npro

fess

iona

l tow

ard

the

trai

ner

or o

ther

s

A

noth

er c

o-tr

aine

r is

not

atte

ntiv

e, in

and

out

of t

he

trai

ning

, or

on h

is/h

er m

obile

pho

ne o

r la

ptop

dur

ing

trai

ning

Le

arne

rs h

avin

g a

side

con

vers

atio

n du

ring

a la

rge

grou

p di

scus

sion

In

adeq

uate

clie

nt fl

ow n

eede

d to

ach

ieve

com

pete

ncy

(dis

cuss

as

a gr

oup)

45 m

inut

es

Ch

apte

r 10

: P

ost

-Co

urs

e A

ctiv

itie

s

D

iscu

ss th

e im

port

ance

of f

ollo

w-u

p an

d re

view

the

prog

ram

mat

ic e

xpec

tatio

ns fo

r fo

llow

-up

from

trai

ners

(15

m

in).

Rev

iew

the

diffe

rent

tool

s to

hel

p w

ith tr

ansf

er o

f lea

rnin

g in

the

Res

ourc

es s

ectio

n of

Mod

CA

L an

d di

scus

s ho

w

each

are

use

d (1

5 m

in).

Bas

ed o

n yo

ur tr

aini

ng p

rogr

am, r

evie

w h

ow c

linic

al

stan

dard

s ar

e us

ed in

rel

atio

n to

trai

ning

(if

they

are

), a

nd

how

to u

se th

e tr

aini

ng s

tand

ards

bef

ore,

dur

ing

and

afte

r tr

aini

ng to

hel

p le

arne

rs a

chie

ve th

e st

anda

rds

(30

min

).

Fro

m R

esou

rces

on

Mod

CA

L:

Cou

ntry

- or

pro

gram

-spe

cific

T

rain

ing

Info

rmat

ion

Man

agem

ent

Sys

tem

s fo

rms

Act

ion

plan

s

C

ours

e ce

rtifi

cate

s

T

rans

fer-

of-le

arni

ng g

uide

T

rain

ing

Wor

ks!

Rel

ated

clin

ical

LR

P a

nd a

ny e

xist

ing

clin

ical

per

form

ance

sta

ndar

ds

60 m

inut

es

Tra

inin

g S

kills

Kn

ow

led

ge

Ass

essm

ent

Par

ticip

ants

take

the

know

ledg

e as

sess

men

t.

32 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 5

DA

YS

, 10

SE

SS

ION

S (

CO

NT.

)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

10 m

inut

es

Ob

ject

ive:

Ass

ign

synt

hesi

s ac

tivity

U

sing

the

rela

ted

clin

ical

LR

P m

ater

ials

, pre

pare

slip

s of

pa

per

with

a d

emon

stra

tion,

pre

sent

atio

n or

act

ivity

from

the

LRP

. Lea

rner

s w

ill s

elec

t the

m a

t ran

dom

. Tho

se a

re th

eir

assi

gnm

ents

for

the

next

day

. Eac

h le

arne

r sh

ould

use

the

sess

ion

plan

sam

ple

to p

repa

re a

ses

sion

pla

n fo

r he

r/hi

s ac

tivity

. Inf

orm

the

lear

ners

that

a to

tal o

f six

act

iviti

es w

ill b

e se

lect

ed a

t ran

dom

to p

erfo

rm fo

r th

e la

rge

grou

p; th

ey s

houl

d be

rea

dy, b

ut m

ay n

ot b

e se

lect

ed.

Rel

ated

clin

ical

LR

P

10 m

inut

es

En

d-o

f-th

e-d

ay s

um

mar

y R

evie

w k

ey p

oint

s of

the

day.

DA

Y 5

, AM

Thr

ough

out t

he d

ay

Rev

iew

of

per

form

ance

T

rain

ers

shou

ld d

ivid

e up

act

iviti

es to

allo

w fo

r on

e tr

aine

r to

m

eet w

ith e

ach

part

icip

ant t

o re

view

thei

r le

arni

ng p

lans

, and

co

mpl

ete

thei

r se

ctio

n of

the

clin

ical

trai

ning

ski

lls p

ortfo

lio.

The

y sh

ould

wor

k w

ith e

ach

lear

ner

to c

ompl

ete

the

port

folio

an

d de

term

ine

if th

e le

arne

r is

qua

lifie

d as

a c

andi

date

trai

ner

and

read

y fo

r co

-tra

inin

g. If

the

lear

ner

is n

ot y

et c

ompe

tent

, de

velo

p a

plan

for

prac

tice

and

achi

evin

g co

mpe

tenc

e du

ring

the

co-t

rain

ing

expe

rienc

e an

d do

cum

ent i

t on

the

port

folio

an

d qu

alifi

catio

n tr

acki

ng fo

rm.

Tra

inin

g S

kills

Por

tfolio

, Lea

rner

’s G

uide

T

rain

ing

Ski

lls Q

ualif

icat

ion

Tra

ckin

g F

orm

15 m

inut

es

Rev

iew

of

the

day

an

d w

arm

-up

R

evie

w th

e ag

enda

for

the

day,

bas

ed o

n pr

evio

us d

ay’s

ev

alua

tion

resu

lts; c

larif

y or

add

ress

any

rem

aini

ng is

sues

. R

evie

w k

ey p

oint

s fr

om C

hapt

ers

7–9.

30 m

inut

es

Pro

vid

e F

inal

Kn

ow

led

ge

Ass

essm

ent

resu

lts

Rev

iew

any

pla

ns fo

r re

med

iatio

n.

120

min

utes

O

bje

ctiv

e: D

emon

stra

te a

var

iety

of

trai

ning

ski

lls

Ran

dom

ly s

elec

t tw

o ea

ch o

f pre

sent

atio

ns, d

emon

stra

tions

or

act

iviti

es (

for

a to

tal o

f six

) fr

om th

e op

tions

giv

en to

the

lear

ners

. The

per

son

who

has

that

act

ivity

has

10

min

utes

to

perf

orm

it (

or a

s m

uch

as th

ey c

an o

f it i

n 10

min

utes

) fo

r th

e pl

enar

y. A

fter

each

dem

onst

ratio

n, d

iscu

ss a

s a

larg

e gr

oup:

hi

ghlig

ht th

ings

don

e w

ell;

disc

uss

way

s to

mak

e it

even

be

tter.

Use

to r

einf

orce

key

faci

litat

ion

skill

s.

Rel

ated

clin

ical

LR

P

33 –

Fac

ilita

tor’

s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L O

UT

LIN

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 5

DA

YS

, 10

SE

SS

ION

S (

CO

NT.

)

TIM

E

OB

JEC

TIV

ES

/AC

TIV

ITIE

S

TR

AIN

ING

/LE

AR

NIN

G M

ET

HO

DS

R

ES

OU

RC

ES

/MA

TE

RIA

LS

45 m

inut

es

Rev

iew

of

key

po

ints

R

evie

w k

ey p

oint

s fr

om th

e m

anua

l. D

iscu

ss w

ith th

e la

rge

grou

p ke

y po

ints

from

eac

h ch

apte

r. R

einf

orce

the

role

of t

he

trai

ner

as o

ne w

ho fa

cilit

ates

lear

ning

with

adu

lts, a

nd u

ses

cons

tant

ass

essm

ent t

o he

lp le

arne

rs le

arn

and

mas

ter

com

pete

ncie

s.

DA

Y 5

, PM

40 m

inut

es

Ob

ject

ive:

Rev

iew

pla

n fo

r tr

aine

r de

velo

pmen

t T

alk

abou

t co-

trai

ning

as

the

key

com

pone

nt o

f the

trai

ning

sk

ills

cour

se, r

equi

red

for

final

qua

lific

atio

n as

a Q

ualif

ied

Tra

iner

(10

min

).

Rev

iew

the

“The

Co-

Tra

inin

g E

xper

ienc

e” in

the

Tra

inin

g S

kills

Lea

rner

’s G

uide

. Dis

cuss

the

plan

for

co-t

rain

ing

for

the

cour

se p

artic

ipan

ts. K

ey p

oint

s to

add

ress

:

S

ched

ulin

g, w

ho is

sch

edul

ed fo

r w

hen

Mai

n po

int o

f con

tact

for

plan

ning

W

hen

will

pre

para

tion

time

be s

ched

uled

with

the

mas

ter

trai

ner

who

will

sup

ervi

se th

e ex

perie

nce

Who

is r

espo

nsib

le fo

r co

ordi

natin

g an

d ar

rang

ing

for

sche

dulin

g of

clin

ical

pra

ctic

e fo

r th

e sk

ills

cour

se

45 m

inut

es

Pla

nn

ing

fo

r yo

ur

firs

t co

urs

e—

Rev

iew

of

Ch

apte

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September 2010


DISCUSSION GUIDES AND GAMES These tools will help reinforce key points in the materials, and ensure that learners have understood them. When and how to use these tools are indicated in the model course outlines.

Effective Facilitation Skills Review Use the game described below or pose these questions to the large group. Reinforce key information after each question, as a review of manual Chapter 2: Facilitation of Training. Limit the activity to about 15–30 minutes. Game: Divide participants into three teams. Ask each team to decide on a team name. Give them 10 minutes to review the chapter to prepare for the exercise. Explain the rules for the exercise.

You will ask 10 questions. Whoever thinks they can answer the question claps their hands (alternatively, they can line up and “grab” a marker or object).

The team of the first person to clap (or grab the marker or object) gets the first chance to answer the question. Five points are awarded to this team if the answer is correct.

If the team is not able to answer or if their answer is wrong, the question will be passed to the next team. If this team answers correctly, they receive 3 points. If this team is not able to answer correctly, the question will be passed to the third team. If this team answers correctly, they receive 1 point.

1. Describe the basic facilitation process used conducting any activity. Answer (should be similar to these steps): Introduce the activity; facilitate training using questions, feedback and audiovisual aids; and summarize. All steps in this process are based on a foundation of planning and organization.

2. What do you think is the most important part of INTRODUCING an activity? Answer:

Review the learning objective(s) with which the activity corresponds and make sure that the learners know its expected outcome.

3. There are basic tips for using audiovisual aids; what are three of these tips? Answers can include any of these:

Make sure aids are visible.

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Make sure aids are easy to read and not too crowded with information.

Underline or emphasize important information.

Prepare complicated materials beforehand.

Always check equipment ahead of time.

Always face the learners.

4. There are many effective facilitation skills you can use when lecturing students or facilitating small group practice. List five of these skills. Answers can include any of these:

Project your voice.

Maintain energy and enthusiasm.

Communicate effectively.

Use learners’ names.

Provide feedback.

Model behavior.

Respect time limits.

Ensure clear transitions.

5. What is the most important thing to remember when providing feedback during learning? The answer should include something about feedback being specific. Whether it’s positive feedback or suggestions for improvement, feedback is only as useful as it is specific.

6. There are many uses of questions or questioning during learning activities. As a teacher, what do you think are three important uses of questions when you are facilitating learning activities? The answers can include any of the points below, although the first three are the more critical.

Assess learners’ understanding.

Help learners analyze information or apply it to situations.

Evaluate the effectiveness of the learning activity.

Engage your learners.

Increase learner participation.

Respond to learners’ needs at a variety of stages (help master basic knowledge, then move to more complex understanding and comprehension).

7. Here are two examples of presentations. Which of them do you think would be more effective, and why? Teacher A is presenting on anatomy and physiology. She uses diagrams in a text book as audiovisual aids. She doesn’t use

September 2010


transparencies or make a “formal” presentation. She asks checking questions to help learners apply the information during a discussion of voluntary surgical contraception.

Teacher B is presenting on family planning counseling. She uses well-created transparencies to outline the key steps involved in counseling. She involves students by asking them to read different parts of the presentation.

Answers: Teacher A’s presentation is more effective. While she doesn’t use transparencies, she uses a more appropriate visual aid for detailed diagrams—a textbook. She also uses questions effectively to help students learn.

Teacher B is using a presentation to teach about a skill. Doing a demonstration would be a more effective learning activity for this objective. Also, asking students to read transparencies is not an effective way to transfer information or check understanding.

8. What is one way a discussion is different from a brainstorming session? Answer: Discussion is an opportunity for a group to discuss an issue, whereas brainstorming focuses on generating ideas but not discussing them at that time.

9. You have just done a demonstration of a psychomotor skill. List two important points about effective summaries to remember when summarizing this learning activity. The answers can include the following points: Effective summaries should: reinforce understanding and review main points. The summary should also relate the content to other activities or topics and provide a clear transition.

Developing Competency Discussion Guide Below are key points that the facilitator should reinforce, by questioning learners about them or presenting them during discussions, to ensure that learners understand. These key points reinforce information provided in manual Chapter 3: Competency Development.

In the process of developing competency:

Knowledge is presented and opportunities to apply knowledge are provided in simulation and during clinical practice.

Skills, including psychomotor skills, clinical decision-making skills and communication skills, are described, demonstrated, practiced and assessed, first in simulation and later with clients.

Attitudes are modeled, explored, clarified and revised—both through a formal review of professional ethics and through informal behavior modeling and self-assessment, first in the classroom, then in the clinic.

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No matter what type of skill is being taught, practice and feedback are needed to develop competency in that skill.

Competency is the desired phase of skill development to reach in pre-service education, before services are provided to actual clients.

The facilitator should use questions and feedback to help learners analyze or apply, not just recall, information.

Feedback should be timely, specific and constructive.

The facilitator should use an assessment tool to outline steps, highlight the most critical steps and bring objectivity to the assessment process. (The tool can be a checklist, protocol, counseling guide, etc.)

Learners should master skills (communication, psychomotor, clinical decision-making) in simulation before working with clients.

Simulated practice with feedback is essential, but often neglected.

Attitudes can be revealed through assessing learners’ knowledge related to professional ethics and through observing them during their clinical practice.

Trainers not only focus on psychomotor skills development, but also help learners apply and analyze new information, make appropriate clinical decisions and communicate professionally and effectively. Behavior modeling is essential!

Principles of Assessment Review Use this review to reinforce key content from manual Chapter 4: Competency Assessment and Qualification.

What is the primary difference between formative and summative assessment?

Formative assessment is used to help learners develop competency. It is used to provide feedback, assess learners’ progress and help them develop knowledge, skills and attitudes. Formative assessment has been described as “assessment FOR learning.” For example, a quiz may be a formative assessment when it is used to identify weak areas in learners’ understanding of new information and provide feedback. Based on the assessment, the facilitator may adjust future sessions to focus more on the weak areas identified.

Summative assessment has been described as “assessment OF learning” and is used to formally assess and document learners’ progress at specific times. For example, the same quiz described above may be a summative assessment when it is used to document whether the learners have mastered the content and are ready to progress to new topics.

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List two key principles of effective assessment. The answer should include:

Assessment methods must match the learning objective.

Formal assessment should be structured and objective.

Here’s an explanation:

Assessment methods must match the learning objective. For example, to help ensure that a pilot can safely fly a plane (learning objective) and lives will not be lost as a result of his/her lack of skill, you would observing the pilot’s skills both in simulation and in reality and assess his/her ability using a standardized checklist. For certain clinical skills, lives are also at stake, and similarly strict criteria should be used in assessment.

Formal assessment should structured and objective. For example, an oral exam between the tutor and student will be more effective if it has structured questions and objective scoring criteria identified. If not, it is a subjective assessment, lacks validity and is harder to “score.”

Most assessment of skills requires what? Direct observation using a structured assessment tool or other means to objectively assess performance

What are three ways you can assess attitudes?

– Written assessment of knowledge of professional ethics

– Structured observation of attitudes or behaviors during service delivery

– Structured feedback forms

Role Plays, Case Studies and Clinical Simulations Use questions or discussion to review key points about each of these learning activities, as covered in manual Chapter 6: Facilitating in the Classroom. Case Study A case could be read (in written form) or narrated as a story; it could

be based on a real or simulated client. (If real, the client’s anonymity should be maintained.)

Students should be provided with time to think critically about the information provided and analyze the situation before they are asked to respond to questions about it.

The case description and the questions asked about it should be clear. Role Play It should be systematically approached, well-structured and limited to

15 minutes.

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It must support an objective and remain focused on it, or it can easily turn into entertainment.

It is often used in the demonstration and practice of counseling (and even communication and clinical decision-making skills).

Clinical Simulation Clinical simulation assists the learner in critical thinking and clinical

decision-making.

It should be used in combination with a structured assessment tool (e.g., checklist or other protocol).

It should include structured questions and answers to guide the facilitator.

ASSIGNING DEMONSTRATIONS, COACHING SESSIONS AND PRESENTATIONS

From the related clinical LRP, select at least three different skills to use for demonstration or coaching practice sessions. These can be psychomotor, clinical decision-making or communication skills. For each, the skill can be used for demonstration as well as coaching practice. (Exhibit F-1 shows an example from a Voluntary Counseling and Testing [VCT] Course.)

From the related clinical LRP, select at least three different skills to use for presentation practice sessions. Here, the focus is on facilitation skills. (Exhibit F-2 shows an example of presentation pre-assignments from a VCT for HIV Clinical Skills Course.)

Write each assignment on a slip of paper and allow learners to select one.

Exhibit F-1. Sample Demonstration and Coaching Assignments

NUMBER ASSIGNMENTS

1 Demonstrate DEMONSTRATION skills for putting on the male condom.

2 Demonstrate COACHING skills for putting on the male condom.

3 Demonstrate DEMONSTRATION skills for key VCT skills in the Introduction and Orientation Session using role play.

4 Demonstrate COACHING skills for key VCT skills in the Introduction and Orientation Session with two learners doing a role play practice session.

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Exhibit F-2. Sample Presentation Assignments

NUMBER TOPIC NEEDED SUPPLIES

1 How group education supports counselling

Chapter 2 Chapter 2, Slides 1–4 Flip chart for brainstorming

2 Basic counseling skills and confidentiality

Chapter 2 Chapter 2, Slides 7–8 (or the

same information on a flip chart)

3 Special situations and counseling adolescents and special clients

Chapter 2 Chapter 2, Slides 9–10 (or the

same information on a flip chart)

CONDUCTING CLINICAL SIMULATIONS

Using clinical simulations from the related clinical learning resource package (if available), have candidate clinical trainers practice and demonstrate transfer of clinical decision-making skills. (Alternately, they may use the following sample simulations, which emphasize thinking quickly and reacting/intervening rapidly in the management of certain maternal and newborn complications.)

Divide the group into several small groups to practice using the clinical simulations. Each group should have one learner acting as a “facilitator,” another as a “provider” and another as the “patient.” Any others in the group should observe.

Instruct the learner acting as the facilitator to give the learner–provider information about the patient’s condition and ask pertinent questions, as indicated in the left-hand column of the simulation chart. This individual should demonstrate effective use of questioning skills, feedback and coaching during the practice session.

Instruct the learner playing the provider to do some things wrong and some things right, so that the learner–facilitator can practice providing feedback and using questions to develop clinical decision-making skills. (Key correct reactions/responses expected from the learner are provided in the right-hand column of the simulation chart.)

Advise the groups to spend about 10 minutes on simulations (for a total of 60 minutes), alternating roles so that each person has a chance to act as “facilitator” if possible. They do not need to complete any one simulation, only demonstrate enough to generate discussion. Remind them that they should focus on the use of the clinical simulation, not the clinical skills involved.

Clinical procedures—such as starting an IV and bimanual examination—should be role-played, using the appropriate equipment if available.

After 60 minutes of small group work, have the learners return to plenary for discussion (another 30 minutes), identifying things done

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well in transferring clinical decision-making skills and suggestions for improvement.

Clinical Simulation One: Management of Vaginal Bleeding in Early Pregnancy

SCENARIO

(Information provided and questions asked by the learner acting as facilitator)

KEY REACTIONS/RESPONSES (Expected from the learner acting as provider)

1. Mrs. A is 20 years old. This is her first pregnancy. Her family brings her into the health center. Mrs. A is able to walk with the support of her sister and husband. She reports that she is 14 or 15 weeks pregnant and that she has had some cramping and spotting for several days. She has had heavy bleeding and cramping, however, for the past 6–8 hours. She has not attended an antenatal clinic nor is she being treated for any illnesses. – What is your first concern?

– What will you do first?

States that first concern is to determine whether or not Mrs. A is in shock

Makes a rapid evaluation of Mrs. A’s general condition, including vital signs (temperature, pulse, blood pressure and respiration rate), level of consciousness, color and skin temperature

Explains to Mrs. A (and her family) what is going to be done, listens to her and responds attentively to her questions and concerns

2. On examination, you find that Mrs. A’s pulse is 100 beats/minute, blood pressure 100/60 mm Hg and respiration rate 24 breaths/minute. She is conscious. Her skin is not cold or clammy. You notice bright red blood soaking through her dress. – Is Mrs. A in shock?

– What will you do next?

– What questions will you ask?

States that Mrs. A is not in shock Starts an IV infusion of normal saline or

Ringer’s lactate Asks Mrs. A if anything happened to her or if

anyone did anything to her which may have caused the bleeding

Asks how long it takes to soak a pad Asks if Mrs. A has passed any tissue Asks if she has fainted

3. Mrs. A was well until she started bleeding. You can tell from her responses that she wanted this pregnancy. You see no signs of physical violence. She soaks a pad every 4–5 minutes. She has not fainted but she “feels dizzy.” She has passed some clots and thinks she may have passed tissue. – What will you do next, and why?

Palpates Mrs. A’s abdomen for uterine size, tenderness and consistency; checks for tender adnexal mass to rule out ectopic pregnancy; checks for large, boggy uterus to rule out molar pregnancy

Does a bimanual examination to rule out inevitable or incomplete abortion

Takes Mrs. A’s temperature to rule out sepsis

4. On examination, you find that the uterus is firm, slightly tender and palpable just at the level of the symphysis pubis; there are no adnexal masses. Bimanual examination reveals that the cervix is approx 1–2 cm dilated, uterine size is less than 12 weeks, and no tissue is palpable at the cervix. There is no cervical motion tenderness.

– What is your working diagnosis?

– What will you do now?

States that Mrs. A has an incomplete abortion Explains findings to Mrs. A (and her family) Prepares Mrs. A for manual vacuum aspiration

(MVA)

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SCENARIO (CONT.)

(Information provided and questions asked by the learner acting as facilitator)

KEY REACTIONS/RESPONSES (CONT.) (Expected from the learner acting as provider)

Discussion Question: Why did you rule out ectopic pregnancy?

Expected Responses: Bleeding is heavier than for ectopic, no adnexal masses were palpable abdominally or vaginally, no cervical motion tenderness, cervix is dilated, no history of fainting

5. The treatment room is occupied at the moment because another patient with incomplete abortion is undergoing an MVA. The room will be available in 30 minutes.


Explains the situation to Mrs. A (and her family) and provides reassurance

Keeps the IV running Gives ergometrine 0.2 mg IM OR misoprostol

400 μg orally Continues to monitor blood loss, pulse and

blood pressure

6. Fifteen minutes have passed since ergometrine was given, but Mrs. A is still soaking one pad every 5 minutes. Her pulse is 104 beats/minute and her blood pressure is 98/60 mm Hg.


Repeats the ergometrine 0.2 mg IM Continues IV infusion Continues to monitor blood loss, pulse and

blood pressure Takes blood for typing and cross-matching so

that it is available if needed

7. Bleeding slowed after the second dose of ergometrine. MVA was performed 30 minutes later and complete evacuation of the products of conception has been assured.


Monitors Mrs. A’s vital signs and blood loss Ensures that Mrs. A is clean, warm and

comfortable Encourages her to eat and drink as she

wishes

8. After 6 hours, Mrs. A’s vital signs are stable and there is almost no blood loss. She insists on going home.

– What will you do before she goes home?

Talks to Mrs. A about whether or not she wants to get pregnant and when; provides family planning counseling and a family planning method, if necessary

Provides reassurance about the chances for a subsequent successful pregnancy

Advises Mrs. A to seek medical attention immediately if she develops prolonged cramping, prolonged bleeding, bleeding more than normal menstrual bleeding, severe or increased pain, fever, chills or malaise, foul-smelling discharge, fainting

Talks to her and her husband about safe sex Asks about her tetanus immunization status

and provides immunization if needed

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Clinical Simulation Two: Management of Vaginal Bleeding after Childbirth

SCENARIO (Information provided and questions

asked by the learner acting as facilitator)


1. Mrs. B is 24 years old and has just given birth to a healthy baby girl after 7 hours of labor. Active management of the third stage was performed, and the placenta and membranes were complete. The midwife who attended the birth left the hospital at the end of her shift. Approximately 30 minutes later, a nurse rushes to tell you that Mrs. B is bleeding profusely.

– What will you do?

Shouts for help to urgently mobilize all available personnel

Makes a rapid evaluation of Mrs. B’s general condition, including vital signs (temperature, pulse, blood pressure and respiration rate), level of consciousness, color and temperature of skin

Explains to Mrs. B what is going to be done, listens to her and responds attentively to her questions and concerns

2. On examination, you find that Mrs. B’s pulse is 120 beats/minute and weak and her blood pressure is 86/60 mm Hg. Her skin is not cold and clammy.

– What is Mrs. B’s problem?


States that Mrs. B is in shock from postpartum bleeding

Palpates the uterus for firmness Asks one of the staff that responded to her/his

shout for help to start an IV infusion, using a large-bore cannula and normal saline or Ringer’s lactate at a rate of 1 L in 15–20 minutes with 10 units oxytocin

While starting the IV, collects blood for appropriate tests (hemoglobin, blood typing and cross matching, and bedside clotting test for coagulopathy)

Discussion Question 1: How do you know when a woman is in shock?

Expected Responses: Pulse greater than 110 beats/minute; systolic blood pressure less than 90 mm Hg; cold, clammy skin; pallor; respiration rate greater than 30 breaths/minute; anxious and confused or unconscious

3. You find that Mrs. B’s uterus is soft and not contracted.


Massages the uterus to expel blood and blood clots and stimulate a contraction

Starts oxygen at 6–8 L/minute Catheterizes bladder Covers Mrs. B to keep her warm Elevates legs Continues to monitor (or has assistant

monitor) blood loss, pulse and blood pressure

4. After 5 minutes, Mrs. B’s uterus is well contracted, but she continues to bleed heavily.


Examines the cervix, vagina and perineum for tears

Asks one of the staff members assisting to locate placenta and examines for missing pieces

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SCENARIO (CONT.) (Information provided and questions



5. On further examination of the placenta, you find that it is complete. On examination of Mrs. B’s cervix, vagina and perineum, you find a cervical tear. She continues to bleed heavily.


Prepares to repair the cervical tear Tells Mrs. B what is happening, listens to her

concerns and provides reassurance Has a staff member assisting check Mrs. B’s

vital signs

Discussion Question 2: What would you have done if examination of the placenta had shown a missing piece (placenta incomplete)?

Expected Responses: Explain the problem to Mrs. B and provide

reassurance. Give pethidine and diazepam IV slowly or use

ketamine. Give a single dose of prophylactic antibiotics

(ampicillin 2 g IV plus metronidazole 500 mg IV OR cefazolin 1 g IV plus metronidazole 500 mg IV).

Use sterile or high-level disinfected gloves to feel inside the uterus for placental fragments and remove with hand, ovum forceps or large curette.

6. Forty-five minutes have passed since treatment for Mrs. B was started. You have just finished repairing Mrs. B’s cervical tear. Her pulse is now 100 beats/minute, blood pressure 96/60 mm Hg and respiration rate 24 breaths/minute. She is resting quietly.


Adjusts rate of IV infusion to 1 L in 6 hours Continues to check for vaginal blood loss Continues to monitor pulse and blood

pressure Checks that urine output is 30 mL/hour or

more Continues with routine postpartum care,

including breastfeeding of newborn

September 2010


Clinical Simulation Three: Management of the Asphyxiated Newborn

SCENARIO (Information provided and questions



1. Mrs. C has given birth to a 2,800 g baby boy after a prolonged second stage of labor. This was her second pregnancy. Her first baby is alive. At birth, the newborn is blue and limp and does not breathe.

– What do you do?

Dries the newborn rapidly, wraps it in a dry cloth/towel and moves it to a warm, flat surface

Places the newborn on its back with its head slightly extended to open the airway

Keeps the newborn wrapped or covered, except for the face and upper chest

Suctions the mouth and then the nose Reassesses the newborn and if still not

breathing starts ventilating Places the mask on the newborn’s face,

covering the chin, mouth and nose Forms a seal between the mask and the face Squeezes the bag and checks seal by

ventilating twice and observing if the chest rises

Simultaneously tells the mother what is happening and provides reassurance

If the newborn’s chest is rising, ventilates at 40 breaths/minute for 20 minutes or until the newborn starts to breathe

– What precautions about suctioning do you observe, and why?

Does not suction deeply, because this may cause the newborn to stop breathing or may cause its heart to stop

2. You have started ventilating, but the newborn’s chest does not rise.


Rechecks and corrects, if necessary, the position of the newborn

Repositions the mask on the newborn’s face to improve the seal between mask and face

Squeezes the bag harder to increase ventilation pressure

3. After you reposition the mask, the newborn’s chest rises when ventilated.


Ventilates for 1 minute and then stops to quickly assess if the newborn is breathing

4. After 1 minute of ventilating, the newborn is still not breathing. You remember that Mrs. C received 100 mg pethidine 40 minutes prior to the birth.


Continues ventilating until spontaneous breathing begins

States that after vital signs have been established, will give naloxone 0.1 mg/kg body weight IV to the newborn

Discussion Question 1: From which newborns would you withhold naloxone?

Expected Response: Newborns whose mother is suspected of having recently abused narcotic drugs

5. After 2 more minutes of ventilating, the newborn starts to cry.


Stops ventilating and observes for 5 minutes after crying stops

Determines that breathing is normal (30–60 breaths/minute) and that there is no indrawing of the chest and no grunting for 1 minute

September 2010


SCENARIO (CONT.) (Information provided and questions



Discussion Question 2: What would you do if the newborn is breathing but has severe indrawing of the chest?

Expected Response: Give oxygen by nasal catheter or prongs, if possible, and arrange transfer to a facility with special care for sick newborns.

6. The newborn is now breathing normally.

– What ongoing care does the newborn need?

Prevents heat loss by placing in skin-to-skin contact with mother or putting under radiant heater

Examines the newborn and counts the number of breaths/minute

Measures the newborn’s axillary temperature Encourages the mother to breastfeed and

provides reassurance (a newborn that requires resuscitation is at higher risk of developing hypoglycemia)

Monitors closely for 24 hours

September 2010


FINAL KNOWLEDGE ASSESSMENT

ANSWER KEY 1. In training midwives to provide high-quality, culturally sensitive care

during labor, an emphasis on which of the following factors would be MOST important?

A. Knowledge, skills and attitudes B. Culture, advocacy and policy C. Behavior change, role play and self-reflection

2. A training needs assessment identifies a great demand for counselors. Training of counselors MUST emphasize:

A. Clinical decision-making skills B. Analytical skills C. Communication skills

3. Which of the following antiretroviral (ARV) management topics is MAINLY knowledge-based?

A. Identify patients appropriate for ARV therapy initiation B. List common side effects of ARV drugs C. Conduct a targeted physical examination

4. Which of the following learning activities is MOST effective for knowledge transfer?

A. Simulated practice B. Role play C. Group games

5. At the end of the training, a trainer decides to carry out an assessment of the participant’s knowledge. Which of the following tools is MOST appropriate?

A. Case study B. Role play C. Record review

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6. Which of the following activities BEST illustrates “apprenticeship theory”?

A. The master explains the skills to the apprentice by phone B. The master lives in a different city from the apprentice C. The master gives positive feedback to the apprentice

7. Cognitive apprenticeship aims to make complex skills easy to master. Which of the following BEST illustrates this aspect of cognitive apprenticeship?

A. Modeling behavior B. Qualifying learners C. Lecturing learners

8. You are planning to conduct training in the provision of contraceptive implants in a rural health center. Which of the strategies would be MOST appropriate?

A. Bring participants to the capital for training B. Send participants to a neighboring country for training C. Train the providers in their locality

9. Which of the following training strategies is MOST consistent with humanistic learning?

A. Allow learners with HIGH knowledge scores to practice immediately on clients

B. Provide learners with LOW scores access to anatomic models FIRST for practice

C. Ensure that ALL learners FIRST practice on anatomic models

10. In humanistic theory, the use of anatomic models will produce an INCREASE in:

A. Learner training time B. Client adverse effects C. Quality of services

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11. You are planning to train providers to perform tubal ligation services. The Minister of Health is very concerned regarding adverse effects to clients during clinical training. Which of the following statements will contribute MOST in reducing the Minister’s concerns for client safety?

A. Working with clients will occur only after the learners have demonstrated competency in simulation

B. Learners MUST pass the test before being allowed to perform tubal ligation on clients

C. Working with clients will occur only when the learners have attended classes

12. You conducted one of your best clinical skills training sessions ever. All of the providers did very well. During your supportive supervision visit three months later, you noticed that most of the providers are not performing well due to various reasons. Which of the following actions would be BEST?

A. Immediately arrange a site-based remedial training session B. Check that necessary supplies are available C. Select new motivated training participants

13. A trainer conducted a training needs assessment in a district hospital where immunization coverage has significantly dropped and infant death has increased. After the assessment, the trainer trained only the personnel of the pharmacy units. Which training approach did s/he apply?

A. Group-based learning B. Structured on-the-job training C. Whole-site training

14. Which of the following is most appropriate for structured on-the-job training?

A. Bring the providers in a group and go through the same exact training

B. Bring providers from other facilities to focus on specific skills C. Tailor training to the learning needs for the different job

positions or units

September 2010


15. Which of the following statements about the goal of a presentation is FALSE?

A. Engage the learners B. Present a one-way flow of information C. Promote transfer of important knowledge

16. In order to maintain learner energy, presentations MUST be kept under:

A. 30 minutes B. 45 minutes C. 60 minutes

17. Brainstorming is BEST used to:

A. Generate ideas on a specific topic B. Debate controversial ideas C. Discuss issues that are new to learners

18. Before deciding whether to use group discussion, a trainer MUST consider each of the following factors EXCEPT:

A. Size of the group B. Available time limits C. Learner competency

19. A trainer conducting a clinical skills course is interested in promoting problem-solving skills using a case study. Which of the following learning activities would be MOST appropriate in meeting this training goal?

A. Classroom presentation B. Large group activity C. Small group activity

20. A learner is experiencing difficulty mastering psychomotor skills during a simulated practice session. Which of the following actions by the trainer is MOST appropriate given this learner’s problem?

A. Pair the learner with another, more skilled partner B. Send the learner to the health facility for more realistic practice C. Use a more detailed clinical skills checklist

September 2010


21. Which of the following statements about structured observation in the clinical setting is TRUE?

A. Maintains client confidentiality by NOT discussing what has been observed after training is over

B. Is ONLY appropriate after learners have had an opportunity to practice

C. Is MOST effective when the clinical site is ready for the learners to observe

22. A nurse trained in provider-initiated counseling and testing is able to provide this service accurately and with some confidence. Which of the following terms BEST describes this nurse?

A. Expert B. Competent C. Proficient

23. The goal of training is:

A. Skill acquisition B. Competency C. Proficiency

24. Which of the following types of skills require repetition, specific step-by-step instructions and anatomic models?

A. Clinical decision-making skills B. Communication skills C. Psychomotor skills

25. Which of the following is NOT an advantage of using anatomic models?

A. Reduces training time required for skill acquisition B. Eliminates need for attention to communication or privacy C. Allows for demonstrations to be stopped for discussion

September 2010


26. Which of the following statements is MOST TRUE regarding skills development?

A. Psychomotor skills are more important than clinical decision-making skills

B. Clinical decision-making skills are only required for proficiency C. Competency requires the ability to make appropriate clinical

decisions

27. Which of the following training strategies is MOST associated with promoting positive attitudes?

A. Behavior modeling by the trainer B. Punishment of bad learner attitudes C. Working with the biases held by learners

28. Which of the following statements about competency development is TRUE?

A. Can be developed entirely using anatomic models B. Sometimes should be developed only using anatomic models C. Requires practice with human clients

29. A trainer is preparing for the clinical component of a male circumcision (MC) skills course. Which of the following decisions would be MOST appropriate?

A. Establish a number of surgical procedures required for competence

B. Assign one facilitator to every learner when practicing MC surgery

C. Allow learners to practice client assessment without facilitators

30. Which of the following statements about facilitating in the clinic is TRUE?

A. Requires consideration of space, equipment and supplies B. Responsibility may NOT be shared by clinical service providers C. ALL clinical service delivery sites are appropriate for training

September 2010


31. While coaching a learner in direct client care in the clinical setting, the trainer notes an error being made. Which of the following actions by the trainer is MOST appropriate?

A. Offer the learner a simple suggestion in a calm, straightforward manner

B. Correct the learner while immediately taking over care of the client

C. Ask the client to provide feedback to the learner regarding the error

32. Which of the following statements about assessment is FALSE?

A. Assessment must follow delivery of all training objectives B. Assessment must be logically related to target competency C. Assessments must be presented at an appropriate level of difficulty

33. Which of the following is an example of a COMMON formative assessment tool?

A. Graded examination B. Objective structured clinical examination C. Homework assignment

34. Multiple choice questions are able to measure:

A. Knowledge B. Psychomotor skills C. Attitudes

35. Which of the following statements regarding skills assessment is TRUE?

A. Can be accomplished without equipment and supplies B. Checklists MUST be standardized C. Must include anatomic models

September 2010


FINAL KNOWLEDGE ASSESSMENT

ANSWER SHEET 1. In training midwives to provide high-quality, culturally sensitive care

during labor, an emphasis on which of the following factors would be MOST important?

A. Knowledge, skills and attitudes B. Culture, advocacy and policy C. Behavior change, role play and self-reflection

2. A training needs assessment identifies a great demand for counselors. Training of counselors MUST emphasize:

A. Clinical decision-making skills B. Analytical skills C. Communication skills

3. Which of the following antiretroviral (ARV) management topics is MAINLY knowledge-based?

A. Identify patients appropriate for ARV therapy initiation B. List common side effects of ARV drugs C. Conduct a targeted physical examination

4. Which of the following learning activities is MOST effective for knowledge transfer?

A. Simulated practice B. Role play C. Group games

5. At the end of the training, a trainer decides to carry out an assessment of the participant’s knowledge. Which of the following tools is MOST appropriate?

A. Case study B. Role play C. Record review

September 2010


6. Which of the following activities BEST illustrates “apprenticeship theory”?

A. The master explains the skills to the apprentice by phone B. The master lives in a different city from the apprentice C. The master gives positive feedback to the apprentice

7. Cognitive apprenticeship aims to make complex skills easy to master. Which of the following BEST illustrates this aspect of cognitive apprenticeship?

A. Modeling behavior B. Qualifying learners C. Lecturing learners

8. You are planning to conduct training in the provision of contraceptive implants in a rural health center. Which of the strategies would be MOST appropriate?

A. Bring participants to the capital for training B. Send participants to a neighboring country for training C. Train the providers in their locality

9. Which of the following training strategies is MOST consistent with humanistic learning?

A. Allow learners with HIGH knowledge scores to practice immediately on clients

B. Provide learners with LOW scores access to anatomic models FIRST for practice

C. Ensure that ALL learners FIRST practice on anatomic models

10. In humanistic theory, the use of anatomic models will produce an INCREASE in:

A. Learner training time B. Client adverse effects C. Quality of services

September 2010


11. You are planning to train providers to perform tubal ligation services. The Minister of Health is very concerned regarding adverse effects to clients during clinical training. Which of the following statements will contribute MOST in reducing the Minister’s concerns for client safety?

A. Working with clients will occur only after the learners have demonstrated competency in simulation

B. Learners MUST pass the test before being allowed to perform tubal ligation on clients

C. Working with clients will occur only when the learners have attended classes

12. You conducted one of your best clinical skills training sessions ever. All of the providers did very well. During your supportive supervision visit three months later, you noticed that most of the providers are not performing well due to various reasons. Which of the following actions would be BEST?

A. Immediately arrange a site-based remedial training session B. Check that necessary supplies are available C. Select new motivated training participants

13. A trainer conducted a training needs assessment in a district hospital where immunization coverage has significantly dropped and infant death has increased. After the assessment, the trainer trained only the personnel of the pharmacy units. Which training approach did s/he apply?

A. Group-based learning B. Structured on-the-job training C. Whole-site training

14. Which of the following is most appropriate for structured on-the-job training?

A. Bring the providers in a group and go through the same exact training

B. Bring providers from other facilities to focus on specific skills C. Tailor training to the learning needs for the different job positions

or units

September 2010


15. Which of the following statements about the goal of a presentation is FALSE?

A. Engage the learners B. Present a one-way flow of information C. Promote transfer of important knowledge

16. In order to maintain learner energy, presentations MUST be kept under:

A. 30 minutes B. 45 minutes C. 60 minutes

17. Brainstorming is BEST used to:

A. Generate ideas on a specific topic B. Debate controversial ideas C. Discuss issues that are new to learners

18. Before deciding whether to use group discussion, a trainer MUST consider each of the following factors EXCEPT:

A. Size of the group B. Available time limits C. Learner competency

19. A trainer conducting a clinical skills course is interested in promoting problem-solving skills using a case study. Which of the following learning activities would be MOST appropriate in meeting this training goal?

A. Classroom presentation B. Large group activity C. Small group activity

20. A learner is experiencing difficulty mastering psychomotor skills during a simulated practice session. Which of the following actions by the trainer is MOST appropriate given this learner’s problem?

A. Pair the learner with another, more skilled partner B. Send the learner to the health facility for more realistic practice C. Use a more detailed clinical skills checklist

September 2010


21. Which of the following statements about structured observation in the clinical setting is TRUE?

A. Maintains client confidentiality by NOT discussing what has been observed after training is over

B. Is ONLY appropriate after learners have had an opportunity to practice

C. Is MOST effective when the clinical site is ready for the learners to observe

22. A nurse trained in provider-initiated counseling and testing is able to provide this service accurately and with some confidence. Which of the following terms BEST describes this nurse?

A. Expert B. Competent C. Proficient

23. The goal of training is:

A. Skill acquisition B. Competency C. Proficiency

24. Which of the following types of skills require repetition, specific step-by-step instructions and anatomic models?

A. Clinical decision-making skills B. Communication skills C. Psychomotor skills

25. Which of the following is NOT an advantage of using anatomic models?

A. Reduces training time required for skill acquisition B. Eliminates need for attention to communication or privacy C. Allows for demonstrations to be stopped for discussion

September 2010


26. Which of the following statements is MOST TRUE regarding skills development?

A. Psychomotor skills are more important than clinical decision-making skills

B. Clinical decision-making skills are only required for proficiency C. Competency requires the ability to make appropriate clinical

decisions

27. Which of the following training strategies is MOST associated with promoting positive attitudes?

A. Behavior modeling by the trainer B. Punishment of bad learner attitudes C. Working with the biases held by learners

28. Which of the following statements about competency development is TRUE?

A. Can be developed entirely using anatomic models B. Sometimes should be developed only using anatomic models C. Requires practice with human clients

29. A trainer is preparing for the clinical component of a male circumcision (MC) skills course. Which of the following decisions would be MOST appropriate?

A. Establish a number of surgical procedures required for competence

B. Assign one facilitator to every learner when practicing MC surgery C. Allow learners to practice client assessment without facilitators

30. Which of the following statements about facilitating in the clinic is TRUE?

A. Requires consideration of space, equipment and supplies B. Responsibility may NOT be shared by clinical service providers C. ALL clinical service delivery sites are appropriate for training

September 2010


31. While coaching a learner in direct client care in the clinical setting, the trainer notes an error being made. Which of the following actions by the trainer is MOST appropriate?

A. Offer the learner a simple suggestion in a calm, straightforward manner

B. Correct the learner while immediately taking over care of the client

C. Ask the client to provide feedback to the learner regarding the error

32. Which of the following statements about assessment is FALSE?

A. Assessment must follow delivery of all training objectives B. Assessment must be logically related to target competency C. Assessments must be presented at an appropriate level of difficulty

33. Which of the following is an example of a COMMON formative assessment tool?

A. Graded examination B. Objective structured clinical examination C. Homework assignment

34. Multiple choice questions are able to measure:

A. Knowledge B. Psychomotor skills C. Attitudes

35. Which of the following statements regarding skills assessment is TRUE?

A. Can be accomplished without equipment and supplies B. Checklists MUST be standardized C. Must include anatomic models

September 2010


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Training Skills for Health Care Providers: Facilitator's Guide

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