1. “Learning is finding out what you already know
“Learning is finding out what you already know. Doing is demonstrating that you know it. Teaching is reminding others that they know just as well as you do. We are all Learners, Doers, Teachers” R. Bach

2. Principles and Methods in Training: Training of Trainers (ToT)
17th EPIET introductory course
Lazareto, Menorca, Spain
07 October 2011
Biagio Pedalino

3. What are we going to do? Define adults learning characteristics
Present interactive teaching methodologies
Design objectives for training activities
List the necessary items to prepare a training course
Practice designing a training course

4. Why? To improve our training skills
To develop some of the core competencies for field epidemiologist in the EU as:
Training
To provide elements to achieve one of the EPIET objectives: to teach public health professionals

5. Basic Principles of Adults learning
Take into consideration:
Need to know what they are learning and why
Values and pre-conceptions
Experience (life experience)
Tiredness, problems, etc.
Are practical and problem solvers

6. Basic Principles of Adults learning
Subject, matter relevant to his/her own purpose
Learning by doing
Applying information to current, real-world needs
Exchanging feedback about experiences
learners benefit a great deal from ongoing feedback around their experiences when applying new information and materials

7. “Self initiated learning involving the whole person (feelings as well as intellect) is the most pervasive and lasting type of learning.” (Knowles, 40)

8. … thus we privilege teaching methods which promote:
Emphasis in the process instead the results
Interactivity
Active participation (interaction with others)
Discussion
Experience
Appropriate motivational context
Development of skills, attitudes and values
Applied to real life problems
Etc…

9. Design of Training Activities
WHY and WHAT
to teach
Fundaments
Objectives
Contents
Competences
WHAT,
HOW and
WHEN to evaluate
Program
Knowledge
Participants
Procedures/skills
WHEN to teach
Attitudes
Trainer
Timing
Methodology
HOW to teach 9 9

10. We need a plan
Why and What to teach? It provides information on the needs, objectives and content of training
When to teach? It tells us how to order and sequence objectives and content
How do you teach? Planning the activities (i.e. material and methods)
What, how and when to evaluate? If you have achieved the desired objectives

11. What is missing so far ??? Our target population !!! Their needs
Their motivation
Their expectations

12. Teaching methods activity
…get ready for some action…

13. Instructions
You have been distributed in the room to constitute your “home group” (5 members with the same number, 1 to 8)
Look in the room for other participants with the same name and constitute another group
This is now your “expert group” (8 members with the same name)

14. HOME GROUP
5 persons each
EXPERT GROUP
8 persons each
Mantel-Haenszel ( ) 8
( )
Kruskal-Wallis 8
( )
Kaplan-Meier 8
Fisher
( ) 8
( )
Snow 8

15. Tree activity
With the material provided (1 pen, 2 sheets and 9 toothpicks):
Try to make, with the toothpicks, as many trees as you can without repetitions
Draw each new tree in the paper
(definition of tree: 1 trunk + 3 or 4 branches)

16. Instructions Has to be a collaborative design SILENCE Laugh is allowed
Free role distribution within the group
You have 5 minutes!

17. Think in the group in 5´: Name a “reporter” and answer this questions:
How many trees did you draw?
What happend during the activity?
What did you observed?
Did you develop a group strategy?
Any lesson learnt for the next
group activity?

18. More questions: How did you feel in the group?
What was your reaction to the task?
Which was your role?
How did you assign the roles?
How did you feel about the person who was slow at seeing the solutions? If you were that person, how did you feel?
Was there a climate that helped or hindered? How was the climate?
Other observations, comments, learning points?

19. Next activity: 10´ Read the paper individually
The group discuss and answer this questions:
Explain briefly the technique
When is it appropiate to use it?
Which is the role of facilitator/moderator?
- Take your notes, after you will explain this information in your “home group” (2 minutes each technique)

20. Home group. 10´:
Split from the expert group and go back to your “home group” (all members with the same number)
Name a “timekeeper” to control the time
Each “expert” share his/her knowledge built in the previous group
2 minutes per expert

22. Now you know more about:
Active Learning Methods
Phillips 6-6
Role Play
Snow Ball
Brainstorming
Jigsaw/Puzzle
Ice breakers

23. Description of Jigsaw Technique
Group-work method for teaching, learning and participating in group learning activities
Cooperative learning strategy
enables each participant of a “home” group
to specialize in one aspect (“expert”) of a learning unit to resolve a task or class project

24. Example of Jigsaw Technique
Home
group 1
Home
group 2
Home
group 3
Home
group 4 …
Expert
group 1
Expert
group 2
Expert
group 3
Expert
group 4 …
Picture from:

25. What are the benefit of the Jigsaw?
Efficient way to learn
Encourages listening, engagement, and empathy
by giving each member of the group an essential part to play in the activity (i.e. to acquire an expertise)
Group members must work together as a team to accomplish a common goal
Each person depends on all the others
No student can succeed completely unless everyone works well together as a team

26. What are the benefit of the Jigsaw?
Interpersonal and Social skills
Leadership
Decision-making
Trust-building
Communication
Conflict-management skills
Etc.
FG,Atilim University, 2007

27. Core competency benefits gained from using the Jigsaw technique
PARTICIPANTS WILL…
have the opportunity to teach themselves, instead of having material presented to them
have practice in peer teaching, which requires that they understand the material at a deeper level
contribute meaningfully to a group discussion while developing an area of expertise within the overall project
M. Kamensky, 2010

28. Ten Core competency benefits gained from using the Jigsaw technique
have an opportunity to demonstrate a high level of personal responsibility
think creatively and reflectively, devising new, differentiated ways of approaching, teaching, and presenting material
work towards a common goal by sharpening their cooperative and teamwork skills.
M. Kamensky, 2010

30. Training activity
You are a fellow in your public health institute. Your supervisor asks you to prepare a course.
In groups of 8 (expert groups) with two facilitators and following the template provided, you are required to prepare a training activity (45 minutes)
The “reporter” of the group will summarize the training developed to his/her group

31. Design of Training Activities
WHY and WHAT
to teach
Fundaments
Objectives
Contents
Competences
WHAT,
HOW and
WHEN to evaluate
Program
Knowledge
Participants
Procedures/skills
WHEN to teach
Attitudes
Trainer
Timing
Methodology
HOW to teach 31 31

32. TRAINERS Take into account to make an assessment about:
motivation, needs, expectations of the target
possible “difficulties” for learning (travelling, family responsibilities, cost, time, language, materials, different levels, nationalities, etc.)

33. Questions about the target group:
Which are the training needs of the target group?
Which is their knowledge level about the content?
Do you know which competences should they acquire?
What do you expect that they should learn after the training course?
Can you describe suitable attitudes that the target might acquire during the training? And procedure skills?

34. General objective Global goal of the course:
Give an overview of the main aspects of vaccination issues in public health
Strengthen participant knowledge and skills related to surveillance of vaccine preventable diseases (VPD) and immunization programmes
Provide training and practical experience in intervention epidemiology at the national centres for surveillance and control of communicable diseases in the EU and Norway
Explain the main pedagogical aspects for training activities

35. Objectives The three domains of learning:
Cognitive/Knowledge domain that emphasizes thinking and knowledge (concepts)
Skills domain featuring doing (Psychomotor). Manual or physically skills and performance of actions
Attitude domain highlighting attitudes, values, interests, attention, concern, responsibility, ability to listen, respond and demonstrate interactions with others 35

36. Cognitive/Knowledge domain
Examples:
Describe the concepts of virology, bacteriology, immunology related to the different test formats.
Select, prioritize and structure information relevant to the decision process.
Define the advantages and limitations of forecasting.
Evaluate vaccination programmes, surveillance of vaccine preventable diseases, vaccine uptake, vaccine safety, immune status, sero-epidemiology and vaccine effectiveness
Explain principles for designing information and vaccination campaigns
Design a training activity

37. Skills domain
Develop basic computer programmatic and analytical skills
Assess the magnitude of an event in terms of severity, extension in time and in space, affected population, probability of spread, existence of control measures, etc
Apply criteria and algorithms to decide on its reporting at the EU (EWRS criteria)
Carry out analysis for cohort and (matched) case-control studies, including stratified and multivariable analysis.
Collect an adequate specimen
Perform interactive teaching techniques

38. Attitude domain
Develop a European network of public health epidemiologist with common methods and objectives
Be comfortable in the communication of a decision
Encourage collaboration between groups to share information
Implement collaborative activities and teamwork with other professionals
Realize the ethics behaviour
Improve active listening
Develop emotional skills (emphaty, assertive, etc.)
Critically appraise and cope with the consequences of wrong decisions
Negotiate a project
Improve team work skills

39. Qualities of an objective
Relevant
Specific
Observable and measurable

40. Objectives There are important components writing objectives:
the action verb (Infinitive)
One verb per objective (recommended)
3) Measurable
4) Intended audience
At the end of the module/course, participants will be able to:
Waller, K.

41. Choice of an active verb
Open to less interpretation and easy to observe or measure:
Describe
Resolve
List
Compare
Evaluate
Identify
Design
Explain
Select
Distinguish
Construct
Solve
Open to many interpretation and difficult to observe or measure:
Know
Understand
Believe
Have faith in
Be familiar with
Appreciate
Be aware of
Have a good grasp of
Have a knowledge of
Realise the significance of
Be interested in
Better
Arlette Communier

42. Examples Explain the objective of a surveillance system
List the mandatory diseases
Communicate with general and professional public
Formulate a case definition
Report the data weekly or monthly according to the situation
Use the notification forms
Write situation reports
Encourage collaboration between multidisciplinary groups
Promote communication between departments ….

43. For your activity
Write, at least, two objectives for knowledge and skills and one for attitude
Choose the content of the course related with the topic, target group, etc.
Time. Specify the duration of the course in hours (10h, 20h, 30h, etc)

44. For your activity
Learning material/method: pre-module workbook; facilitator guidelines, PowerPoint presentation, flip chart template, handouts and references. Ice breaker, formal presentations, Role Playing, Phillips 66, Snow bowling, Peer and group discussion, practice in lab, etc.
Competencies A competency is a combination of knowledge, skills, attitudes, values, motivation and abilities that a professional must demonstrate and that are critical to perform work effectively
Example: Implement public health programmes: translate policy into public health practice

45. Training activity
You are a fellow in your public health institute. Your supervisor asks you to prepare a course.
In groups of 8 (expert groups) with two facilitators and following the template provided, you are required to prepare a training activity (45 minutes)
The “reporter” of the group will summarize the training developed to his/her group

47. Design of Training Activities
WHY and WHAT
to teach
Fundaments
Objectives
Contents
Competences
WHAT,
HOW and
WHEN to evaluate
Program
Knowledge
Participants
Procedures/skills
WHEN to teach
Attitudes
Trainer
Timing
Methodology
HOW to teach 47 47

48. Evaluation Needs Adequation between: Before the implementation
Planification
Process
Trainees
During the implementation
Survey, discussion,
one minute paper, etc.
Impact
After the training
Arlette Communier

49. References
BIGGS, J. (2005): Calidad del aprendizaje universitario. Madrid: Narcea.
ECDC Core competences ATHERTON J S (2010) Learning and Teaching; Angles on learning, particularly after the schooling years [On-line] UK: Available:
Interactive learning techniques:
Knowles, Malcolm, Holton, Elwood, Swanson, Richard, The Adult Learner, fifth edition, Gulf Publishing Company,
Morable, L.(2000): Using active learning techniques. On line:
Waller, K. Writing instructional objectives. On line

50. Thank you for your attention
“The nicest thing about not planning is that failure comes as a complete surprise”
 John Preston