0
TRAINING
FACILITATION SKILLS
TRAINING
FACILITATORS’ MANUAL
September 2017
FMoH- Training Facilitation Skills – Facilitator’s Guide
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Contents
Acknowledgement ........................................................................................................................................ 2
Abbreviations ................................................................................................................................................ 3
Way forward .................................................................................................................................................. 4
Introduction about the manual ...................................................................................................................... 6
Course Syllabus ............................................................................................................................................ 7
Chapter 1: Approach to effective training ................................................................................................. 11
Chapter 2: plan for a training ...................................................................................................................... 15
Chapter 3: Effective facilitation skill .......................................................................................................... 18
3.1 Creating positive learning environment ........................................................................................... 19
3.2. Basic effective facilitation skills ....................................................................................................... 20
3. 3 Facilitation process .......................................................................................................................... 20
3.1.1 Introducing a presentation ........................................................................................................ 20
3.1.2 Conducting the session ....................................................................................................... 20
3.1.3 Summarizing a presentation ...................................................................................................... 20
3.4 Facilitation of group learning activity ......................................................................................... 21
3.5 Using audiovisual aids ................................................................................................................. 21
3.6 Clinical facilitation ....................................................................................................................... 21
Chapter Four: Using Competency-Based Assessment Instruments ........................................................... 23
4.1. Principles of Assessment ............................................................................................................. 23
4.2. Use Competency Based Assessment Tools ................................................................................ 25
4.3. Administer Competency Based Assessment ............................................................................... 28
4.4. Use Assessment Results to Improve Performance ...................................................................... 30
Chapter 5: Managing training ..................................................................................................................... 33
FMoH- Training Facilitation Skills – Facilitator’s Guide
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Acknowledgement
The Federal Ministry of Health (FMOH) would like to acknowledge Jhpiego Ethiopia, HRH
project for its financial and technical support in the process of adapting, and institutionalizing
Jhpiego’s Clinical Teaching skills training package.
Finally, the FMOH, HRDD extends its sincere acknowledgment to the experts listed below for
their unreserved contribution exerted for the development of this National Training Facilitation
Skills training package.
Selhadin Seid
FMoH
Mastewal Kerebih
FMoH
Takele Yeshiwas
FMoH/Jhpiego
Zenebe Akale
FMoH
Daniel Dejene
Jhpiego
Mihereteab Teshome
Jhpiego
Daniel Haileselassie
Jhpiego
Yodit Kidanemariam
Jhpiego
Yewulsew Assaye
Jhpiego
Miftah Awol
EMA
Bekalu Assamnew
SPHMMC
Kefelegn Zemedkun
Medawolabo University/Shashashene HSC
Meaza Girma
St. Paul Millennium Medical College , IST Coordinator
Mesafint Molla
Bahirdar University
Mesfin Tafa
Arsi University
Tarekegn Asemaw
University of Gondar, IST Coordinator
Temesgen Dileba
Hossaena HSC
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Abbreviations
CBT Competency Based Training
FST Facilitation Skills Training
FG Facilitator’s Guide
IUCD Intra Uterine Contraceptive Device
KG Kindergarten
FMoH- Training Facilitation Skills – Facilitator’s Guide
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Way forward
As a ministry we consider that Facilitation of Trainer of Training is the major problem across the
country, Trainer of Training is providing differently across the nation, due to unapproved national
Training Facilitation skills training package
Considering this the FMoH has organized a national technical working group to adapt Jhpiego’s
international Clinical Training Skills training package to the national standardized Training
Facilitation skills training package in which all training provider institutions are expected to use
while delivering trainers of trainer trainings for all inservice training courses.
Dr Getachew Tollera
Human Resource Development Directorate Director
Federal Ministry of Health, Ethiopia
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APPROVAL STATEMENT OF THE MINISTRY
The Federal Ministry of health of Ethiopia has been working towards standardization and
institutionalization of In-Service Trainings (IST) at national level. As part of this initiative the
ministry developed a national in-service training directive and implementation guide to implement
trainings in a well standardized manner. The directive requires all in-service training materials
fulfill the standards set in the implementation Guide to ensure the quality of in-service training
materials. Accordingly, the ministry reviews and approves existing training materials based on the
IST standardization checklist annexed on the IST implementation guide.
As per the national IST quality control process, this Training Facilitation Skills training package
has been reviewed using a standard review checklist and approved by the ministry in February,
2018.
Dr Getachew Tollera
Human Resource Development Directorate Director
Federal Ministry of Health, Ethiopia
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Introduction about the manual
The Federal Ministry of Health of Ethiopia has been working towards the standardization and
institutionalization of in-service trainings given by the government and non-governmental
institutions. This manual aims to develop standardized national training facilitation skill training
package for healthcare workers that ensure the maintenance of the quality of trainings provided to
the healthcare work force.
Jhpiego’s Clinical Teaching skill package has been serving as a training material for training health
workforce with the emphasis on clinical set up and specific to reproductive health. Although, the
document was developed based on global experience, there is a need to sustain the IST program
by nationalizing and standardizing the package so that it becomes a national IST guideline.
The other reason to adopt Jhpiego’s training package is the previously existing training package
manual is focused on clinical facilitation and specific to reproductive health thus to provide
knowledge, skill and attitude towards training facilitation skill for healthcare providers for any
type of training.
Core competency
This training package has the following core competencies
Approaches to competency based training
Plan and manage training
effective facilitation skills
Use competency based assessment instruments correctly
Monitor and revise training
This manual has five chapters
Chapter 1: Approach to training facilitation
Chapter 2: Planning for a Training
Chapter 3: Effective Facilitation Skills
Chapter 4: Using competency based assessment instruments
Chapter 5: Managing Training
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Course Syllabus
Course Description
This5days training is designed to equip trainees with appropriate
knowledge, skill and attitude required to undertake planning,
conducting, assessing students learning and monitoring and revising
ng training
Course Goal
To provide the participant with knowledge, skill and attitude needed
to training facilitation and to become effective training
facilitator/trainer.
Participant learning
objectives
Describe a mastery learning approach
Plan for training
Create positive learning environment
Use audiovisual aids effectively
Deliver effective interactive presentation
Use competency based assessment instruments correctly
Develop clinical facilitation skill
Manage Training facilitation practice
Training methods
Group discussion and presentation
Teach back session
Case study
Training Materials
o Participant manual
o Facilitator guide
Non- projected materials
o Flip chart
o Writing board
o marker
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o LCD
o Laptop computer
Audiovisual materials
o Videotapes
Participant selection
criteria
Health care providers working in both clinical and non-
clinical areas having a minimum first degree and above.
Have at least one recent ( not more than three years) basic
training
Trainer selection
criteria
Having a minimum of first degree and above
Method of course
evaluation
Pretest
Post test
Checklist guided observation for teach back sessions
participant attendance
Course
Daily evaluation
End of course evaluation
Certification criteria
Participants will be certified when they score more than 75% in the
summative assessment ( both posttest and teach back)
Course Duration
5 days
Suggested Class size
25 participants and 3 trainers
Training Venue
This training will be delivered in accredited IST centers
9
.DAY 1
DAY 2
DAY 3
Day 4
Day 5
.
8:30 am to 12:30 pm
Registration
Opening and welcome-
Participant introduction &
expectations - Group norms
Course, Goal, objectives &
schedule-
Training logistics-
Pre-course test-
Chapter 1: Approaches to
effective raining - 2 hrs
- Introduction
- Goal of training
- Approaches to training
- CBT
- Responsibilities of trainers and
participants
8:30 am to 12:30 pm
Agenda and Recap
Chapter three: Effective
Facilitation skills
- Introduction Creating
positive learning
environment
- Basic Effective
facilitation skills
- Facilitation process
- Facilitation of group
learning activity
- Using audiovisuals
aids
8:30 am to 12:30 pm
Agenda and Recap 10 min
Chapter 4: Using
Competency-Based
assessment
Session 1: Principle of
competency based
assessment
Session 2: Use competency
based assessment
Session 3: Administration of
assessments
Session 4
Use assessment results to
improve learning methods
Chapter 5: Managing
training
- 60 min
A.M.
8:30 am to
12:30 pm
Activity
Teach back
Presentations
(20 minutes)
Feedback
from
participant
s
Feedback
from
trainers
Activity
Teach back
Presentations
(20 minutes)
Feedback
from
participant
s
Feedback
from
trainers
8:30 am to 12:30PM
Activity
Teach back
Presentations (20
minutes)
Feedback from
participants
Feedback from
trainers
Activity
Teach back
Presentations (20
minutes)
Feedback from
participants
Feedback from
trainers
LUNCH
LUNCH
LUNCH
LUNCH
LUNCH
FMoH- Training Facilitation Skills – Facilitator’s Guide
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2:00PM – 5:30 PM
Chapter Two: Planning for
teaching- 2 hrs and 40 min
- Introduction
- Planning issues
- Participant and trainer
selection
- Course materials
- Classroom and practical
sites selection and
pre[parathion
- Session level
preparation
- Summary
2 pm – 5 : 30 pm
Effective Facilitation skills
Cont’d
- Using Audio visuals – 10
min
- Clinical Facilitation skills
120 min
- Introduction
- Phases of skill
development and feed
back
- Assessing Learning
during the clinical
practice
- Designing an ideal
learning clinical
experience for adult
learning
- Using anatomic models
for clinical training
facilitation
- Summary
2pm- 5:30 Pm
Managing training
continued 2hrs from 5.2.4.
- 5.2.6.
Preparation for teach back
sessions
Teach Back
session cont’d
Teach back session
cont’d
H
Post test
Training Evaluation
and close up
Reading Assignment
Reading Assignment
Preparation for teach back
Preparation for
teach back and
post course
knowledge test
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Chapter 1: Approach to effective training
Duration: 2 hours
Primary objective
By the end of this session, participants will be able to describe approaches, features and principles of
effective training
Enabling objectives: To attain the chapter objective, the participant will:
Identify the goal of training
Describe mastery learning approach
Describe adult learning principle and its feature
Describe behavior modeling, coaching and humanistic training technique
Discuss the importance of the education theories and approaches in supporting
competency based training
Identify responsibilities of training participants and trainers
Summary of learning activities
No.
Activity
Method of delivery
Time
PPP slide No.
1
Introduction
discussion on experience
share enabling objectives
10
minutes
2 and 3
2
Goal of training
Interactive presentation
Discussion
15 minutes
4 and 5
3
CBT
Case study
Discussion Interactive
20 minutes
6-9
4
Approaches to training
presentation
Group activity and discussion
50
10-19
5
Responsibilities of trainers and
participants
Interactive presentation
10 minutes
20
6
Summary
Q and A
10 minutes
21
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Resources Needed
Flip Chart and Markers
LCD Projector and Laptop
Participant manual
Trainer’s guide
Case study
Activities
Activity 1: Goal of the training (10 minutes)
Conduct think share exercise for 5 minutes using Slide # 4
What is the goal of training like this one?
Instruct all to respond to the questions alone and then share to large audience.
Receive responses from few participants and encourage other participants to justify their
responses.
Tell the right answers – which is achieving competency of learners
Summarize the discussion. Tell them that there will be ample discussion in this session.
Activity 2: Introduction: 10 min
Introduce the session by asking the participant what is competence? Slide 6
Describe about domains of competency using slide #8
Receive responses from few participants and encourage other participants to justify their
responses.
Tell the right answers and summarize the discussion. Tell them that there will be ample
discussion in this session.
Review the learning objectives displaying slide #3
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Activity 3: Approaches and principles to effective training
Show slide 9 and enlist the approaches and principles that support competency based
training
Instruct all to conduct small group activity for 45 minutes using slide #11
Group 1: mastery learning
Group 2: adult learning principles
Group 3: coaching
Group 4: behavior modeling
Group 5: humanistic training technique
Help the to be in five groups and select reporter
Assign one approach/principle to a group to review using the participants’ manual (14-
18)
Help them to summarize key points using flip charts
Present the key points to larger audience
Ask for any questions and reinforce key message the approaches & principles
Activity 4: Competency based training
Ask participants regarding what is competency based training?
How a CBT is different from traditional one?
Discuss the importance CBT?
Provide to the previous group a situation regarding how educational theories and
approaches support CBT use from the participant manual.
Help the groups to reflect on the questions and support to link the responses with CBT.
Summarize key points about CBT on slide 21
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The trainer provides the following situation to the groups and summarizes the response
Activity 5: responsibilities of participants and trainers
Briefly list the roles of participants using the slide 18
Briefly list roles of trainers using slide 18
Activity 5 Summary
Portray slide #21 and ask participants about:
What is the goal of any training?
What are CBT?
What theories and approaches that support CBT?
Look for any unclear ideas and questions from participants
If any, respond clearly and end the chapter.
Activity 1.3 situations
Imagine that you are a trainer in a counseling training for general health workers with experience more
than 5 years. At the first day of training you met your high school friend who is a teacher at kindergarten
in the same town. Over the coffee, she asked you how your training is different from the KG schooling.
What are your responses to her questions?
Next day, you are required to facilitate clinical practice at the health center in the locality. How would
you support participants?
During practice, one participant didn’t wear gloves while giving injection. You opted to provide him
feedback. What are the possible reasons?
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Chapter 2: plan for a training
190 min
Duration:
Primary objective: after completing this chapter, the participants will be able to effectively plan
for a training course
Enabling objectives: to attain the chapter objectives, they will be:
Describe planning issues and activities prior to a training course
Select appropriate participants and trainers
Prepare the required course materials
Arrange classroom and practical sites for a training course
Conduct session level preparation for a training course
Summary of activities:
No.
Activity
Method of delivery
Time
PPP slide
No.
1
Introduction
Interactive presentation
10
minute
2-3
2
Planning issues
Group activity and discussion
Interactive presentation
30 minutes
4-13
3
Participant and
trainer selection
Interactive presentation
20
13-16
4
Course materials
Discussion
Interactive presentation
20 minutes
17- 19
5
Classroom and
practical sites
selection and
pre[parathion
Interactive presentation
Group activity and Discussion
30 minutes
20- 26
6
Session level
preparation
Interactive presentation
40
27- 31
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Group activity to review session plan
Individual project (assignment) to develop
session for teach back
6
Summary
Interactive presentation
Discussion
10 minutes
32
Materials
Flip Chart and Markers
LCD Projector and Laptop
Participant manual
Trainer’s guide
Sample session plan
Activity 1: introduction
Ask general question about the Importance of planning and preparation
Encourage participants to respond
Give general benefits of planning and preparation for a training
Display learning objectives on slide # 2ns 3
Activity 2: general planning issues and activities before, during and end of training
Divide the participants into three groups
Give instruction to review the participant manual on planning issue and report to other
students
Help them to use flip chart
Group 1: pre training planning issues
Group 2: during training planning issues
Group 3: end of the training planning issues
Summarize the key planning issues using the planning issue table from the manual
Activity 3: Participants and trainer selection
Display slide #16 - 17 and discuss the how to select appropriate participants & its importance
Display slide 18 and discuss the how to have adequately prepared trainers & its importance
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Invite participants to ask for questions and any unclear ideas
If any, address the questions?
Activities 4: course materials
Ask question for the general group about
What types of course materials do you know?
Importance of Trainer’s guide?
Contents of participants manual?
Display slides# and discuss types and importance of course materials
Invite them to ask any question in the session and address them
Activity 5: class room selection and practical sites arrangement
Ask them the features of training room ?
Give them responses and show them slide#23 and 24
Ask participants to discuss challenges of poorly selected class room for a training from their real
life experience?
Divide the group into three to read and discuss the practical site selection and arrangement
Help them to use participant manual
After the reading, help them to discuss on
Need of high client load and mix to select practical sites
Nee to have a adequate space, logistics and supplies for practice
Availability of quality care at practical sites
Availability of supportive staff and management at practical sites
Invite group to reflect
Reinforce the key features of practical sites selection and arrangement using slide # 25- 28
Discuss the advantages of Session plan using slide # 28 and 29
Insist them to prepare a session plan using the topics the participants select for teach back
session for about 40 min
Activity 6: Summary
Display key points using slide # 35
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Invite to ask any question and respond accordingly
Chapter 3: Effective facilitation skill
Time: 6 hrs and 35 min
Chapter description
This chapter is designed to equip participants
with knowledge, skill and the right attitude of
creating positive learning environment, basic
facilitation skills, appropriate use audiovisual
and clinical facilitation skills.
Chapter objective
After completing this chapter, participants will
be able to facilitate training effectively.
Enabling Objective
Summary activity
To attain the chapter objective, the participant
will
Create a positive learning environment
Use effective facilitation skills
Facilitate group learning activity
Use audiovisuals effectively in
presenting information.
Practice clinical facilitation skill
S.N
Activity
Method of Delivery
Time
PP
slide
number
1.
Introduction
Interactive presentation
5 min
2 and 3
2.
Creating positive learning environment
Crossover activity
30 minutes
7-10
3.
Basic Effective facilitation skills
Case study
Interactive presentation
30 minutes
13- 24
4.
Facilitation process
Think pair share
85min
25- 46
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Interactive presentation
Group presentation
5.
Using audiovisuals aids
Group discussion
40 min
53-57
6.
Facilitation of group learning activity
Group discussion
Interactive presentation
Interactive presentation
60 min
58-81
7.
Clinical facilitation skill
Group activity
Cross over
Think pair share
Interactive presentation
120min
82-94
8.
Summary
Questioning and
answering
10min
95-96
Resource required: participant manual, facilitator guide, flip chart, lap top, LCD, white board
marker and white board and duster, models, IP materials
Advanced preparation: prepare facilitation check list
3.1 Creating positive learning environment
Duration: 30 minutes
Learning activities
Facilitate activity 3.1 Cross over activity for 20min
40 Introduce the chapter by reviewing the primary and enabling objectives on slide #2-3 5min
Divide participants in to five groups and provide two characteristics for each group and
let them discuss it for five minute and write on flip charts in two minutes.
Ask each group to post their work on the wall and tell them to make a gallery walk
During the gallery walk there should be five visiting teams selected from all groups so
that every person from the team will present his/ her own group work and allow team to
discuss
At the end, summarize the session using participant manual page 38-39 for 10min
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3.2. Basic effective facilitation skills
Duration 20min
Learning activities
Facilitate activity 3.2 Case study for 8 min
Divide the participants in group
Ask participants to read the case study share their ideas to the large group based the
two questions following the case study
Summarize the session with interactive power point presentation using slides#14-24 for
12min
3. 3 Facilitation process
Duration: 25 minutes
3.3.1. Introducing a presentation
Learning activities
Facilitate activity 3.3 think pair share for 5min
Tell the participants to take a minute and think about ways of introducing engaging
session, discuss with your nearby colleague, and share to the large group.
summarize the session with interactive power point presentation using slides #26-27
3.3.2. Conducting the session
Make interactive power point presentation using slides #28- 33
3.3.3. Summarizing a presentation
Make interactive power point presentation using slides#24
Facilitate activity 3.4: Group activity for 60min
Allow participants to select one topic of your interest prepares a 10 minutes
presentation
Allow them to other participants using basic facilitation skills applied in all phases of
facilitation process.
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3.4. Using audiovisual aids
Duration 40min
Learning activities
Facilitate activity 3.5 - Group work (30 minutes)
Ask participants to take one of the following audiovisuals aids listed below
Let them discuss in group on how to facilitate using audiovisual type they are
assigned for
Let them share it to the large group using the type of audiovisual aid are assigned
for
Ask participants for feed back
Summarize the session for 10 min (use participant manual page on 49-52_)
3.5. Facilitation of group learning activity
Duration 60min
Learning activities
• Facilitate activity 3.5 - Group work for 50 minutes
Ask participants to take one of the following group learning activities listed below
Let them discuss in group on how to facilitate the group learning activity they are
given
Let them share it to the large group on flip chart.
Ask participants to facilitate the group learning activity they are given by using a
topic suitable for it
Ask participants for feedback on each group activity
• Summarize the session for 10 min (use participant manual page on 53-60)
3.6 Clinical facilitation
Learning activities
1
Introduction
5
minute
Introduce the objectives clinical
facilitation skill training
Introduce the session by asking the
participant to discuss about the coaching
and facilitation to reflect from individual
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2
Phases of skill
development
30
minutes
Be in group for five participants and
discussed for 10 minute and share to
larger group for 5 minutes, see participant
manual page number 61-62
Present power point about the Phases of
skill development slides82-94
Identify the three phases in the skill
transfer and when coaching is
appropriates
1.
Feedback
15
minutes
Introduce when to give feedback to the
trainee
Think - pair-share for 8 minutes, see participant
manual page number 62
Present power point about the feedback
slides # 89-95
2.
Assessing Learning during
the clinical practice
30 min
Introduce the important and purpose of
assessment of our trainee
Gallery work activity for three group and
discuss about assessment before, during and
after clinical practice 10 minutes for
discussion and share by 15 minutes
Summary points about the important, how
and when assess the trainee.
3.
Designing an ideal
learning clinical
experience for adult
learning
15 min
Think – pair- share
Summarize the activity by displaying power
point presentation slides #85-88
4.
Using anatomic models for
clinical training facilitation
20 min
Ask the participant about anatomic model to
know the previous experience
Divide the participant in five group and
discuss why use anatomic model during
clinical practice.
Present power point about the anatomic
model slides # 84-89
5.
Summary
5
minutes
The three phases of coaching clinical
facilitation skill development process
When to give feed back
Important and how to assess our trainee
Why and advantage of use anatomic
model
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Chapter Four: Using Competency-Based Assessment Instruments
Duration: 3 hrs
Chapter description
This chapter describes how to use competency based assessment instruments that
incorporates knowledge, skill and attitude.
Chapter Objective
After completing this chapter, the participant will be able to use competency-based assessment
tools.
Enabling Objectives
To attain the chapter objective, the participant will:
• Discuss the principle of competency based assessment
• Use competency based assessment tools
• Administer competency-based assessments
• Use assessment results to improve learning
#
Activity
Method of Delivery
Time
PP slide
number
1.
Session 1
Principle of competency based
assessment
Interactive lecture
Think-pair-share
40 minutes
2- 11
2.
Session 2
Use competency based assessment
methods
Interactive lecture
Paper slip game
60 minutes
12- 15
3.
Session 3
Administration of assessments
Interactive lecture
Small group work
50 minutes
16 - 19
4.
Session 4
Use assessment results to improve
learning
Interactive lecture
Group discussion
30 minutes
20 - 21
4.1. Principles of Assessment
Duration: 40 minutes
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Learning activities:
Ask the trainee to reflect their experiences regarding assessment
tool development.
Deliver interactive presentation on principles of assessment.
Think-Pair-Share on activity 4.1
Activity 4.1
The purpose of this activity is to:
Identify the principles of assessment.
Resources/Materials Needs
Chapter 4 “activity 4.1”
Principles of competency based assessment
Instructions
Instruct trainees to think individually and reflect their understanding with the person beside
and share to the larger group.
Response:
Activity 4-1: Think – Pair - Share
Mr. X scored 85% in his final post – test exam and got competent on
a certain IST course which comprises knowledge, skills and attitude
competencies. The exam administered was only written type.
Do you think Mr. X is competent in the competencies taught in
the course?
If you are not sure, what was the problem with the
assessment?
What do you suggest to improve the assessment?
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It is difficult to make
judgment on the
competency of Mr. X based on the assessment result. Because, the assessment
type administered to him is not representing all the learning domains of the
course. Thus, the assessment is not valid.
Suggestion: In order to make the assessment valid it must address all the
learning domains of the course.
4.2. Use Competency Based Assessment Tools
Duration: 60 minutes
Learning Activity:
Ask trainees to respond on types of competency based assessment tools they do know and tools
they ever used.
Paper slip game on the use and meaning of assessment tools/methods (Activity 4.2)
Deliver summary presentation on assessment methods and their proper use
Activity 4.2
The purpose of this paper slip game is to help trainees to:
Discuss assessment tools used for formative and summative assessment
Identify assessment tools used for each competency domain
Resources/Materials Needs
Chapter 4 “activity 4.2”
Slip of paper with formative and summative assessment tools and their use (Table 4.1)
Instructions
Prepare a paper slip for each assessment tool stated on table 4.1 (formative and summative
assessment methods and their use).
Randomly distribute each of the slip to the trainees
Instruct trainees to read and reflect for themselves and then reflect to the larger group what
they understood from the slip regarding;
o Their definition and use
o For which competency domain more they suite
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Response: Refer the table below
Table 4-1 Formative and Summative Assessment Tools and Their Use
ASSESSMENT
METHODS/TOOLS
USE
DEFINITION
Validated objective
written examinations
(e.g., Final
Knowledge
Assessment)
Summative
assessment
of
knowledge
These are formal assessments using
multiple-choice, true-
false or matching
questions
Case studies
Formative
assessment of
knowledge
These involve real-life clinical scenarios
and patient
management problems:
Information about the case is provided
and
several objective questions (e.g., multiple-
choice, short-
answer) are asked; learners
work independently or in groups on
the
series of questions and often share their
answers orally.
Drills, quizzes and
practice tests
Formative
assessment of
knowledge
Drills are verbal question-and-answer
periods during a
classroom or practical
session. Quizzes and practice tests are
short versions of written examinations that
are designed to help
prepare learners for a
summative assessment.
Written exercises
Formative
assessment of
knowledge
Written exercises involve asking learners to
read and then answer
questions to check
their understanding of the reading. They
can
also involve asking learners to read a
case study, or view a video,
slides or
photographs and then respond to related
questions in
writing rather than orally.
Written exercises can be a great way to
assess the
development of clinical
decision-making skills.
Project reports
Formative
assessment of
knowledge
The learner completes a project (e.g., reads
a chapter or article,
interviews a patient) and
then writes a report about it.
Activity 4.2: Paper slip game
Review the assessment methods and their use from table 4.1 and
reflect your understanding to the larger group.
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Essay examinations
Formative
assessment of
knowledge
An essay question can be written on any
subject and is a
common type of written
examination. Essay questions are easy
to
write and can test the learners’ ability to
organize and
express ideas.
Oral examination
Formative
assessment of
knowledge
Examiners interview one or more learners
about what they know
about specific topics or what they would do in specific situations.
This may take place in a classroom setting
or
when working with
patients. Oral exams
have poor reliability unless well-structured
with standardized questions and case
studies. Trainers tend to
consider these
examinations valid, but learners often do not.
but learners often do not.
Games
Formative
assessment of
knowledge
Although these activities include an
element of fun, they are
often designed to
provide or reinforce key information.
Validated skills
Summative
assessment
c
of
skills and Attitudes
Focusing only on the essential steps or tasks involved in a specific
competency, checklists contain sufficient detail to permit:
(1) the learner to understand exactly what is involved in a specific
skill or activity; and
(2) The clinical trainer to effectively and objectively evaluate and
record the Learner’s overall performance of the skill.
Checklists
Role plays
Formative
assessment of
skills and Attitudes
These are simulations of activities that involve clinical decision-
making and communication skills, in which learners often take
turns playing the roles of provider and client.
Portfolio
Formative
assessment of
skills and Attitudes
This is a collection of “work products” assembled by the learner.
Elements usually included are a brief description of the problem
encountered, care or management of the problem and lessons
learned; it may also contain personal reflection, accounts of
challenging experiences and other items deemed significant by the
learner.
Case logs
Formative
assessment of
skills and Attitudes
This document, maintained by the learner, contains a list of skills
that she/he should be able to complete by the end of the course, as
well as a running record of which have been directly observed and
Judged successfully completed.
Medical record review
Formative
assessment of
skills and Attitudes
Drawing from a sampling of the medical records completed by the
learner in the clinical setting, the trainer is able to evaluate
decisions made, care provided, etc.
Clinical rounds
Formative
assessment of
skills and Attitudes
While making rounds in the patient ward, the trainer asks the
learners questions.
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4.3. Administer Competency Based Assessment
Duration: 60 minutes
Learning Activity:
Ask trainees to reflect their experience on administration of competency based assessment and
using assessment matrix.
Deliver interactive presentation on administration of competency based assessment.
Group activity and presentation on scoring and analysis of trainees’ responses using the
assessment matrix (Activity 4.3).
Activity 4.3
The purpose of this activity is to:
Identify areas or topics that may need additional emphasis based on trainees performance
Resources/Materials Needs
Chapter 4 “activity 4.3”
Assessment matrix template
Sample data on trainees performance
Instructions
Divide trainees in to a group of 5 or 6.
Provide the sample assessment matrix template and trainees performance data.
Instruct trainees to score analyses and interpret trainee’s performance using the
assessment matrix.
Activity 4.3: Group work and presentation
Analyze, interpret and present performance of trainees
using the assessment matrix‘s template and trainee
performance data provided
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Response
Look on the table below regarding responses on scoring and analysis
Assessment Matrix
STUDENTS
Trainees
performanc
e on each
questions
(Difficulty
index)
Area
covered
Average
performan
ce of
Trainee in
each area
ST-1
ST-2
ST-3
ST-4
ST-5
ST-6
ST-7
ST-8
ST-9
ST-10
QUESTIONS
Q1
x
x
80%
Area 1
68%
Q2
x
x
80%
Q3
x
x
x
x
x
50%
Q4
x
X
80%
Q5
x
X
x
x
x
50%
Q6
x
x
80%
Area 2
78%
Q7
x
90%
Q8
x
x
80%
Q9
100%
Q10
X
x
80%
Q11
x
x
x
X
x
x
40%
Q12
X
x
80%
Area 3
80%
Q13
x
X
80%
Q14
100%
Q15
x
x
x
x
60%
Score
67%
73%
53%
73%
93%
87%
73%
80%
80%
73%
70.63%
Interpretation: from the matrix you observe that
o Trainees’ performance in area 1 less. An average of 68% of the question was
answered correctly.
o from the 10 trainees’ Question 11 Majority of the them missed it (40% of the
trainee answered correctly)
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4.4. Use Assessment Results to Improve Performance
Duration: 30 minutes
Learning Activities:
Ask trainees to share their experience whether they ever use learners or trainees assessment results
in improving the learning process.
Deliver interactive presentation on using assessment results in improving trainee’s
performance.
Group work and presentation on case study (Activity 4.4)
Activity 4.4
The purpose of this activity is to:
Identify areas that needs improvement and proposed possible solution to address them
based on trainees assessment result
Resources/Materials Needs
Chapter 4 “activity 4.4: written case scenario”
Instructions
Divide trainees in to small groups (5 or 6 groups).
Instruct each group to read or review the case scenario written in the participant manual
(Activity 4.4). Alternatively, display the scenario as a power point.
Ask each group for issues of clarity on the scenario before working on the reactive
questions.
Instruct each group to discuss and write their responses on each of the reactive questions.
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Response:
The performance of trainees is low in the 2
nd
and 3
rd
chapters
The possible gaps for low performance of the trainees might be
o The objectives might not be addressed adequately
o The training method or materials might not adequately address the learning objectives
o The questions might have a defect
o The trainee might not master the content
The possible solutions might be:
o Review the time dedicated to the objective and give more emphasis
o Review the congruence between the objectives and learning methods and materials and
adapt them to better address the objective and the content
o Review the questions and rewrite if it have a defect
o Instruct trainee to review the learning material related to the questions they missed
o Allow opportunity for trainees to ask question on items where they scored poorly or did
not understand
Activity 4.4: Case Study
You are a lead trainer for the national training skills course and assigned
to facilitate the training for 10 participants. Following administration of
written summative assessment, you have analyzed trainees result using
the assessment matrix’s and found out that the average performance of
trainees were 83%, 35%, 62% and 86% in chapter 1, 2, 3 and 4
respectively. (Note: the average pass score of the course is 80%).
What do you think about the performance of trainees?
What would be the possible gaps related to the low performance?
What possible solutions you will suggest?
y
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Resources needed for the chapter
LCD
Laptop
Flip chart
Marker
Plain paper
Printer
Power point
Training skills participant manual
Paper plaster
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Chapter 5: Managing training
Duration:
3 hours
Chapter objective:
By the end of this chapter the participants will be able to manage
trainings at in-service training centers.
Enabling Objectives:
Create positive learning environment
Manage conflicts in trainings
Manage problems which may arise during conduct of training
Summary of activities
No.
Activity
Method of delivery
Time
(minutes)
PPP slide
No.
1
Session 5.1: Introduction to
managing training
Think -pair- share
Interactive lecture
10
1-4
2
Session 5.2: How to improve
positive learning environment
Group discussion
Interactive presentations
10
5
3
Session 5.2.1: Strengthening
group process
Interactive presentations
Group game
25
6
4
Session 5.2.2: Manage Learner
and Trainer Stress
Interactive power
presentation
10
7-9
5
Session 5.2.3 Managing time
during training
Individual reflection
Interactive lecture
5
10 -12
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34
6
Session 5.2.4 Building and
Maintaining Learner
Energy/Enthusiasm
Interactive lecture
5
13
7
Session 5.2.4 Conflict
management
Jigsaw
Interactive presentation
15
14-15
8
Session 5.2.5. Dealing with
Problem Learners
Think pair share
Interactive presentation
Group activity
60
16-36
9
Session 5.2.6 Manage Work
Based/Practice Site Problems
Group activity
30
37- 38
10
Summary
Summarize key points
5
39
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35
Learning activities
Activity 1- Introduction to managing training
Time: 10 minutes
Activities
Introduce the session by displaying the primary and enabling objectives
Inform the participants the participants to think in pair to define what training
management is and to describe the components of training management. After
three minutes ask to reflect to the class (group).
Give your own examples as possible during their reflection.
At end display slides # 6-9
Define managing training on slide 7-9.
5.2. How to improve positive learning environment
Time: 10minutes
Activities
Divide the participants into a group of 4 to five individuals and give 10 minutes
to discuss on the Important points to address for improving positive learning
environment and let them to write down on a piece of paper.
Write down the group reflection on flip chart, if there is similar reflection from
the group do not repeat.
Then finally compare their reflection with points displayed on slide# 7-9
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5.2.1 Strengthening group process
Time: 25 minutes
Activities
Start the activity with the interactive presentation.
Give 5 minutes the participant to play warm up games in pairs under Annex5-1
nine dots connection. Tell the procedures how to play.
Distribute a copy of paper containing nine dots
5.2.2 Manage Learner and Trainer Stress
Time: 10 minutes
Activity
Continue the activity with interactive presentation.
5.2.3 Time management during training
Time: 5 minutes
Activity
Ask the participant what to think(brain storm) on time management
Display slide #10-11
5.2.4 Building and Maintaining Learner Energy/Enthusiasm
Time: 5 minutes
Activity
Summarize with interactive presentations
5.2.5 Conflict management
Time: 15minutes
Activity
Tell participants that they will be working in groups to explain each of the
approaches of conflict management
Divide into four groups review approaches of conflict management as follow or
as you want.
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37
Conflict prevention
Group1 -Goal structure, reward System
Group2 -Trust and communication, co-ordination
Conflict Resolutions
Group3 -Smoothing, compromising
Group4 -Forcing, problem solving, Ignoring the conflict
After 10 minutes, ask participants to cross over. For five minutes, ask them to present in
all the four groups to make a modified gallery walk and discussion on each group
work.
Display slide #13-15 and discuss on the missed points and add your reflection from the
experience if any
5.2.6 Dealing with Problem Learners
Time: 60 minutes
Activity
Tell the participants to think on basic strategies to deal with problem learners, give 5
minutes to discuss and allow reflecting for the group. Then compare points with
slide….strategies on problem learner handling
Form a group to discuss on and think possible solutions for the problems and to write
down on the paper. Give 1 hour.
At end tell them to compare their forwarded solution with the solution for the problems
on page… Annex 5-2
Answer key for 5-2: Problems and Solution for problem situations
Problem 1: A learner wants to talk all of the time
o Possible Solutions:
Show that you are actively listening by summarizing the learner’s point of
view, and then move the discussion forward.
Ask other learners for their input.
Ask the problem learner to hold off until a break.
Problem 2: A learner wants to talk about a topic unrelated to the current discussion.
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38
o Possible Solutions:
Ask the problem learner to wait until later in the course (if appropriate). Ask the
learner to meet with you during the next break or at the end of the day to discuss the
topic.
Problem 3: A learner continually talks with another learner.
o Possible Solutions:
Use nonverbal methods to regain their attention (e.g., make eye contact,
move closer).
Ask the problem learner a question (make sure to say the learner’s name
first).
Ask these learners if they have a question.
Ask them (privately, if possible) to refrain from talking.
Problem 4: A learner strongly expresses disagreement with what the trainer says.
o Possible Solutions:
Summarize the learner’s point of view and ask other learners for their
opinions.
Agree to disagree.
Agree in part and then state how you differ and why.
Problem 5: A learner has a distracting habit (e.g., pencil tapping, pen clicking, paper
shuffling, etc.).
o Possible Solutions:
Use nonverbal methods to get the learner’s attention (e.g., eye contact).
Ignore the behavior if it is not detracting from the session.
Privately ask the learner to stop.
Problem 6: A learner is working on something else during the training session.
o Possible Solutions:
Use nonverbal methods to get the learner’s attention (eye contact, moving
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39
closer).
If a group activity is under way, ask that everyone participate.
Each time the learner returns to the other work, direct a question to this
learner.
Privately ask the person to participate actively in the course.
Problem 8: A learner does not participate at all during the discussion.
o Possible Solutions:
Use nonverbal means (e.g., eye contact, smiling) to draw the person into the
discussion.
Direct discussion questions to the learner. Interact with the learner during
breaks.
Ask the learner to be the leader in a small group activity.
Problem 9: A learner does not complete assignments.
o Possible Solutions:
Reemphasize the purpose of the assignments.
Be sure always to discuss assignments after they are completed to show the
value of the assignment.
5.2.7 Manage Work Based/Practice Site Problems
Time: 30minutes
Activity
Ask the participants to work on groups to discuss on scenario 5-1 and 5-2.
Give 20 minutes to discussion.
After 20 minutes tell them to compare their response with the responses bellow
Answer key for Case scenarios
Response to Scenario 5-1:
Prior preparation is vital at a time like this. You should already have prepared a
number of activities,
including case studies, role plays and other assignments that can
be used when there are no practical
opportunities once participants get there. You should then gather the learners in a place
where they
will not interfere with other routine activity of the facility.
If you have nothing prepared, you will need to come up with something QUICKLY!
Learners must
not stand around doing nothing, nor should they go home early
because you, the trainer, are
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unprepared. Situations like this occur in almost every
practice site trainings, so it is very important
that you think ahead and are ready with
alternative activities. Once you have them ready, you can
use them again and again
with different groups of learners.
Response to Scenario 5-2
Now is not the time to keep to the planned schedule! You should take advantage of this opportunity
to have learners work with this practical opportunity for now. It probably will not be possible for
all four learners to practice on this practical opportunity, because of resource and safety issues of
resource and safety issues
You will have to decide which
two learners will have this experience. You should note who had this
practice, so that the next time such a opportunity comes in, different learners can be given the
opportunity
to work on. You should supervise the client-learner interaction. Afterwards, during the
post-clinical meeting, the two learners should share their experience with
the others, and discuss
alternative ways of demonstrating the skill. It is probably a good
idea to have the more detailed
discussion of side effects and their management that is
planned for the next day. The discussion
question they have already can be postponed until tomorrow.
5.3. Summary
Time: 5 minutes
Activity
Review the key points presented by Q and A