training skills for health care providers: facilitator's guide
TRANSCRIPT
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
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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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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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Training Skills for Health Care Providers Learner’s Guide – 3
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!
September 2010
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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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Training Skills for Health Care Providers Learner’s Guide – 5
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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Training Skills for Health Care Providers Learner’s Guide – 7
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
Training Skills for Health Care Providers Learner’s Guide – 9
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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Training Skills for Health Care Providers Learner’s Guide – 11
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.
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Training Skills for Health Care Providers Learner’s Guide – 13
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.
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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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Training Skills for Health Care Providers Learner’s Guide – 15
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.
16 –
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-mak
ing
skill
s R
evie
w o
f as
sess
men
t co
nce
pts
A
sses
smen
t ac
tivi
ty
Rev
iew
of
key
too
ls:
Rev
iew
key
tool
s fo
r us
e in
trai
ning
(w
orks
hop
chec
klis
t, T
IMS
fo
rms,
per
form
ance
sta
ndar
ds, l
earn
ing
plan
s, p
ortfo
lio, e
tc.)
Q
ual
ific
atio
n d
iscu
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
20 – Learner’s Guide Training Skills for Health Care Providers
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
Training Skills for Health Care Providers Learner’s Guide – 21
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
Training Skills for Health Care Providers Learner’s Guide – 23
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
24 – Learner’s Guide Training Skills for Health Care Providers
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
Document and report training activities conducted
Yes No Yes No
Provide post-training transfer-of-learning support
Yes No Yes No
September 2010
Training Skills for Health Care Providers Learner’s Guide – 25
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
26 – Learner’s Guide Training Skills for Health Care Providers
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.
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
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
Training Skills for Health Care Providers Learner’s Guide – 27
Checklist for Clinical Demonstration 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.
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
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.
Learner: Date Observed:
CHECKLIST FOR CLINICAL DEMONSTRATION SKILLS
STEP/TASK OBSERVATIONS
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
28 – Learner’s Guide Training Skills for Health Care Providers
Checklist for Clinical Coaching 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.
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
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.
Learner: Date Observed:
CHECKLIST FOR CLINICAL COACHING SKILLS
STEP/TASK OBSERVATIONS
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 Skills for Health Care Providers Learner’s Guide – 29
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
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
trai
nin
g c
oo
rdin
ato
r o
r as
soci
ated
sta
ff t
hat
:
Pla
ns a
nd b
udge
t are
in p
lace
for
follo
w-u
p su
ppor
t of p
artic
ipan
ts a
fter
trai
ning
Tra
iner
s ha
ve a
cces
s to
cop
ies
of th
e ac
tion
plan
s pr
epar
ed b
y pa
rtic
ipan
ts d
urin
g th
e co
urse
Cop
ies
of p
artic
ipan
ts’ a
ctio
n pl
ans
are
sent
to th
eir
supe
rvis
ors
Tra
iner
com
mun
icat
es w
ith th
e he
ad o
f the
faci
lity
abou
t the
sup
plie
s an
d eq
uipm
ent t
he p
artic
ipan
ts w
ould
nee
d in
ord
er to
pra
ctic
e ne
wly
le
arne
d sk
ills
Clin
ic s
ite s
elec
tion
is c
onsi
sten
t with
par
ticip
ants
’ wor
kpla
ce
envi
ronm
ent
1.
Th
e tr
ain
ing
bo
dy
has
d
evel
op
ed p
roce
ss t
hat
in
corp
ora
tes
tran
sfer
-of-
lear
nin
g (
TO
L)
acti
viti
es in
tr
ain
ing
imp
lem
enta
tio
n.
Rel
ated
per
form
ance
sta
ndar
ds o
r na
tiona
l pro
toco
ls a
re u
sed
as to
ols
for
mea
surin
g pr
ogre
ss a
nd a
bilit
y to
per
form
on
the
job
Co
nd
uct
inte
rvie
w w
ith
tra
iner
s to
ver
ify/
or
ob
serv
e d
uri
ng
th
e tr
ain
ing
co
urs
e:
Bef
ore
tra
inin
g, t
rain
ers:
– R
evie
w th
e pe
rfor
man
ce n
eeds
ass
essm
ent f
indi
ngs
if av
aila
ble
– M
ake
chan
ges
in c
ours
e to
adj
ust t
o pa
rtic
ipan
ts’ n
eeds
– S
end
cour
se s
ylla
bus,
cou
rse
obje
ctiv
es a
nd c
ours
e sc
hedu
le to
pa
rtic
ipan
ts a
long
with
invi
tatio
n le
tter
Du
rin
g t
rain
ing
, tra
iner
s:
– R
evie
w a
ny in
divi
dual
lear
ning
pla
ns
– P
rovi
de w
ork-
rela
ted
(rea
listic
) ex
erci
ses
and
job
aids
2.
Tra
iner
s p
erfo
rm t
he
TO
L
acti
viti
es b
efo
re, d
uri
ng
an
d
afte
r ea
ch t
rain
ing
co
urs
e.
– G
ive
imm
edia
te a
nd p
ositi
ve fe
edba
ck to
par
ticip
ants
54 –
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
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
– R
evis
e tr
aini
ng a
nd a
ctiv
ities
bas
ed o
n pa
rtic
ipan
ts’ p
rogr
ess
– E
ncou
rage
par
ticip
ants
to d
evel
op r
ealis
tic a
ctio
n pl
ans
to
enco
urag
e T
OL
– R
emin
d pa
rtic
ipan
ts to
mee
t with
sup
ervi
sor
to r
evie
w a
ctio
n pl
an.
– Id
entif
y w
hom
to c
onta
ct fo
r su
ppor
t or
ques
tions
, or
links
to a
ny
exis
ting
netw
orks
or
othe
r pr
ovid
ers
for
supp
ort
Aft
er t
rain
ing
, tra
iner
s:
– C
omm
unic
ate
with
par
ticip
ants
as
appr
opria
te
– F
acili
tate
the
revi
ew o
f act
ion
plan
s w
ith s
uper
viso
rs a
nd p
artic
ipan
ts
– M
aint
ain
com
mun
icat
ion
with
sup
ervi
sors
and
par
ticip
ants
Ver
ify
by
inte
rvie
win
g t
he
trai
ner
s o
r p
arti
cip
ants
(if
ava
ilab
le)
that
:
Bef
ore
tra
inin
g, t
he
par
tici
pan
ts:
– A
re in
volv
ed in
nee
ds a
sses
smen
t if c
ondu
cted
– R
ecei
ve th
e co
urse
syl
labu
s, c
ours
e ob
ject
ives
and
cou
rse
sche
dule
al
ong
with
the
invi
tatio
n le
tter
– C
ompl
ete
pre-
cour
se a
ctiv
ities
if r
equi
red
Du
rin
g t
rain
ing
, th
e p
arti
cip
ants
:
– D
evel
op a
n in
divi
dual
lear
ning
pla
n
– D
evel
op a
rea
listic
act
ion
plan
Th
e tr
ain
er r
emin
ds
the
par
tici
pan
ts t
o c
om
ple
te t
he
follo
win
g a
fter
tr
ain
ing
:
– A
pply
new
ski
lls a
nd im
plem
ente
d ac
tion
plan
– U
se jo
b ai
ds a
s ap
prop
riate
– N
etw
ork
with
oth
er p
artic
ipan
ts a
nd tr
aine
rs
3.
Th
e tr
ain
ers
or
trai
nin
g b
od
y in
volv
e p
arti
cip
ants
in
tran
sfer
-of-
lear
nin
g a
ctiv
itie
s.
– M
onito
r th
eir
own
perf
orm
ance
55 –
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
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
Ver
ify
by
aski
ng
th
e tr
ain
er t
o s
elf-
asse
ss h
is/h
er a
bili
ty t
o:
Mai
ntai
n le
arne
rs’ s
elf-
este
em a
nd b
uild
con
fiden
ce
Hel
p le
arne
rs m
ove
from
mas
tery
of s
impl
e to
mor
e co
mpl
ex c
once
pts
and
skill
s
Use
form
ativ
e as
sess
men
t to
gath
er in
form
atio
n an
d he
lp le
arne
rs le
arn
Use
que
stio
ns to
hel
p le
arne
rs m
ove
from
kno
wle
dge
reca
ll to
ap
plic
atio
n
Use
que
stio
ns to
dev
elop
clin
ical
dec
isio
n-m
akin
g sk
ills
Mod
el a
ppro
pria
te b
ehav
iors
and
atti
tude
s
Use
pre
- an
d po
st-c
linic
al m
eetin
gs e
ffect
ivel
y to
hel
p le
arne
rs d
evel
op
clin
ical
dec
isio
n-m
akin
g sk
ills
Pro
vide
a g
radu
al p
rogr
essi
on to
inde
pend
ent p
ract
ice
in th
e cl
inic
4.
Th
e tr
ain
er u
ses
effe
ctiv
e tr
ain
ing
ski
lls t
o h
elp
en
sure
th
at p
arti
cip
ants
dev
elo
p
com
pet
ency
du
rin
g t
rain
ing
.
Use
sum
mat
ive
asse
ssm
ent t
o m
ake
deci
sion
s ab
out l
earn
ers’
mas
tery
of
con
tent
T
OO
L 7
: T
RA
NS
FE
R O
F L
EA
RN
ING
(T
OL
) 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
%
56 –
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
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
Document and report training activities conducted
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
Training Skills for Health Care Providers Facilitator’s Guide – 3
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
4 – Facilitator’s Guide Training Skills for Health Care Providers
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
Training Skills for Health Care Providers Facilitator’s Guide – 5
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
6 – Facilitator’s Guide Training Skills for Health Care Providers
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
Training Skills for Health Care Providers Facilitator’s Guide – 7
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
8 – Facilitator’s Guide Training Skills for Health Care Providers
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
Training Skills for Health Care Providers Facilitator’s Guide – 9
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
10 – Facilitator’s Guide Training Skills for Health Care Providers
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
Training Skills for Health Care Providers Facilitator’s Guide – 11
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
12 – Facilitator’s Guide Training Skills for Health Care Providers
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
r 5
Rev
iew
the
key
com
pone
nts
of a
typi
cal c
ours
e ou
tline
d in
C
hapt
er 5
.
D
ivid
e th
e gr
oup
into
sm
all g
roup
s. E
ach
grou
p ha
s 20
m
inut
es to
out
line
the
proc
ess
for
the
topi
c th
ey w
ere
assi
gned
. Eac
h gr
oup
shou
ld p
repa
re a
flip
cha
rt,
dem
onst
ratio
n or
pre
sent
atio
n to
iden
tify
key
task
s re
quire
d fo
r ea
ch tr
aini
ng a
ctiv
ity:
– C
ours
e ov
ervi
ew
– T
ypic
al d
ay
– P
re-
and
post
-clin
ical
mee
tings
–
Eva
luat
ing
a co
urse
–
Crit
ical
ass
essm
ent p
oint
s –
Det
erm
inin
g if
com
pete
ncy
has
been
ach
ieve
d
Clin
ical
LR
P
34 –
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:
Rev
iew
qua
lific
atio
n of
pa
rtic
ipan
ts in
clin
ical
ski
lls c
ours
es
Rev
iew
the
guid
ance
for
qual
ifyin
g se
rvic
e pr
ovid
ers
in
new
ski
lls in
the
sylla
bus
for
the
rela
ted
clin
ical
are
a le
arni
ng r
esou
rce
pack
age.
D
iscu
ss h
ow to
mak
e th
e de
cisi
on a
bout
qua
lific
atio
n or
no
t, an
d sh
are
idea
s fo
r w
hat t
o do
if th
e pa
rtic
ipan
t is
no
t co
mpe
tent
at t
he e
nd o
f tra
inin
g.
Clin
ical
LR
P
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
15 m
inut
es
Act
ivit
y: C
ours
e su
mm
ary
Rev
iew
the
mai
n po
ints
.
P
repa
re li
st o
f ite
ms
that
req
uire
com
plet
ion
and
assi
gn
indi
vidu
als.
15 m
inut
es
Act
ivit
y: C
losi
ng c
erem
ony
September 2010
Training Skills for Health Care Providers Facilitator’s Guide – 35
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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36 – Facilitator’s Guide Training Skills for Health Care Providers
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
Training Skills for Health Care Providers Facilitator’s Guide – 37
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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38 – Facilitator’s Guide Training Skills for Health Care Providers
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.
September 2010
Training Skills for Health Care Providers Facilitator’s Guide – 39
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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40 – Facilitator’s Guide Training Skills for Health Care Providers
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.
September 2010
Training Skills for Health Care Providers Facilitator’s Guide – 41
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
September 2010
42 – Facilitator’s Guide Training Skills for Health Care Providers
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)
September 2010
Training Skills for Health Care Providers Facilitator’s Guide – 43
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.
– What will you do now?
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.
– What will you do now?
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.
– What will you do now?
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
September 2010
44 – Facilitator’s Guide Training Skills for Health Care Providers
Clinical Simulation Two: Management of Vaginal Bleeding after Childbirth
SCENARIO (Information provided and questions
asked by the learner acting as facilitator)
KEY REACTIONS/RESPONSES (Expected from the learner acting as provider)
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?
– What will you do now?
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.
– What will you do now?
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.
– What will you do now?
Examines the cervix, vagina and perineum for tears
Asks one of the staff members assisting to locate placenta and examines for missing pieces
September 2010
Training Skills for Health Care Providers Facilitator’s Guide – 45
SCENARIO (CONT.) (Information provided and questions
asked by the learner acting as facilitator)
KEY REACTIONS/RESPONSES (CONT.) (Expected from the learner acting as provider)
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.
– What will you do now?
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.
– What will you do now?
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
46 – Facilitator’s Guide Training Skills for Health Care Providers
Clinical Simulation Three: Management of the Asphyxiated Newborn
SCENARIO (Information provided and questions
asked by the learner acting as facilitator)
KEY REACTIONS/RESPONSES (Expected from the learner acting as provider)
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.
– What will you do now?
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.
– What will you do now?
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.
– What will you do now?
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.
– What will you do now?
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
Training Skills for Health Care Providers Facilitator’s Guide – 47
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 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
48 – Facilitator’s Guide Training Skills for Health Care Providers
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
September 2010
Training Skills for Health Care Providers Facilitator’s Guide – 49
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
50 – Facilitator’s Guide Training Skills for Health Care Providers
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
Training Skills for Health Care Providers Facilitator’s Guide – 51
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
52 – Facilitator’s Guide Training Skills for Health Care Providers
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
Training Skills for Health Care Providers Facilitator’s Guide – 53
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
54 – Facilitator’s Guide Training Skills for Health Care Providers
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
Training Skills for Health Care Providers Facilitator’s Guide – 55
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
56 – Facilitator’s Guide Training Skills for Health Care Providers
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
Training Skills for Health Care Providers Facilitator’s Guide – 57
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
58 – Facilitator’s Guide Training Skills for Health Care Providers
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
Training Skills for Health Care Providers Facilitator’s Guide – 59
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
60 – Facilitator’s Guide Training Skills for Health Care Providers
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
Training Skills for Health Care Providers Facilitator’s Guide – 61
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
62 – Facilitator’s Guide Training Skills for Health Care Providers
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